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The Finnish system of religious education offers instruction in the pupil’s own religion or in ethics throughout comprehensive school. By taking the pupil’s background as a basis for instruction, this system aims at promoting equality and integration with respect to religion and one’s worldview. However, there has been little knowledge about how the system of instruction is experienced by pupils themselves and how it affects pupil’s identities at school. This study illuminates through a participant observation study in grades 1–6 how pupils in five minority instruction groups experience their classes and perceive themselves in relation to other pupils in school. The study shows how working in small groups represents an important element in pupils’ experiences. Pupils generally experienced participation in instruction as positive and fun, but age integration, organisation of schedules and classrooms were also important concerns. Even if pupils were content about having their own instruction group, feelings of otherness and a negative sense of difference in relation to the majority of pupils were found particularly among pupils of religion. 相似文献
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Gunilla Hallden 《Gender and education》1999,11(4):469-479
Self-narration has been discussed as a process of identity construction where a person, while telling her or his story and presenting herself/himself in relation to important people, creates a self-identity, in fact a version of self. This article is based on a study where pupils, aged 13-14, were asked to write and make drawings on the theme 'My future family'. The boys' stories are focused on here and the narratives are seen as reflecting the boys' ways of exploring a male identity through their main character. A group of the boys did write about odd or egocentric persons and used absurd ingredients and elements of the science fiction genre. These narratives are analysed in more detail and it is argued that the detached and humorous style opens up for writing about maleness without entering into familiarity. 相似文献
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Within the framework of a longitudinal study of deaf children with cochlear implants, 11 children with implants were interviewed. The objective was to shed light on what it is like for a child to use a cochlear implant, based on these children's own experience with implants, which ranged from 5.0 to 7.5 years. Six of the children were in schools for the deaf, five in regular classes. All but one used an implant daily. The children appreciated that an implant enabled them to perceive sounds in the environment. Some of the children in regular classes could take part in one-to-one conversations with teachers but had difficulty following teaching and discussions. This observation was consistent with what the children's parents and teachers had maintained. Peer interaction was said to be best when other children had the use of at least some signs. 相似文献
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The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education. 相似文献
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Gunilla Eklund‐Myrskog 《Scandinavian Journal of Educational Research》2013,57(2):179-188
The aim of this study was to investigate students’ conceptions of learning and approaches to learning within vocational education. A group of car‐mechanic students (n = 30) were interviewed at the end of their programme. The phenomenographic approach was used as the point of departure, and, as a result of the analysis, qualitative similarities and differences in students’ conceptions and approaches were found. The distribution of conceptions and approaches showed that half of students were classified as representing a quantitative view of learning and as favouring a surface approach. However, in order to encourage students to develop a qualitative view of learning and to use deep approaches, more attention must be paid to the ways in which students conceive learning within the school context and how they actually do in order to meet the demands they experience within their education. 相似文献
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David Lansing Cameron Gunilla Lindqvist 《International Journal of Inclusive Education》2013,17(7):669-685
The purpose of this study is to investigate school district administrators' perspectives concerning the professional activities and influence of special educators in Norway (n?=?266) and Sweden (n?=?290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators' activities, and (c) ratings of special educators' influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia. 相似文献
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Gunilla Öberg 《Higher Education》2009,57(4):405-415
Newcomers often underestimate the challenges of interdisciplinary work and, as a rule, do not spend sufficient time to allow them to overcome differences and create common ground, which in turn leads to frustration, unresolved conflicts, and, in the worst case scenario, discontinued work. The key to successful collaboration is to facilitate the creation of a climate that will stimulate awareness of such challenges. Differing perceptions of quality and credibility among disciplines are major obstacles to successful collaboration. Some of these differences are incommensurably rooted in different epistemologies while other differences are more a question of culture. In the present paper, a framework is proposed which is designed to initiate a process necessary for success. First, the framework is designed to stimulate discussions about quality and credibility, and second it is designed to help separate epistemological differences from differences in culture. The framework takes its point of departure in five questions that deliberately include terms, such as ‘sufficiently’, ‘coherently’, and ‘reliable’, which are unproblematic in a group with shared norms but become increasingly ambiguous as diversity increases. Experience suggest that pondering these questions, alone or in a group, stimulates reflection, leads to increased awareness of one’s own perspective, and facilitates dialogue, collaboration, and creation of common ground. 相似文献
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