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Modern Work and Mental Well-Being : The role of dominant work narratives and ideals in the organisational experience, sensemaking and mental well-being of young professionals in their first years of working
No full textBalancing pedagogical freedom and equity: preschool teachers perceptions of digital tools in early childhood education
No full textDenna studie undersöker hur förskollärare uppfattar och erfar revideringen av läroplanen förförskolan, där användningen av digitala verktyg inte längre är ett obligatoriskt inslag i förskolansverksamhet. Studien syftar till att belysa hur dessa uppfattningar relaterar till förskolans uppdragatt ge barn en likvärdig digital kompetens inför skolstarten. Utifrån en fenomenografisk ansatshar semistrukturerade intervjuer genomförts med fyra förskollärare från olika verksamheter.Analysen visar tre utfallsrum: digitala verktyg som pedagogiska möjliggörare, digitalisering irelation till likvärdighet och barns digitala förberedelse, samt behovet av fortbildning ochorganisatoriskt stöd. Resultatet visar att förskollärare upplever revideringen som en möjlighet tillökad professionell frihet, men också som en risk för ojämlikhet mellan barn och förskolor.Digitala verktyg uppfattas som pedagogiska resurser som kan främja språk, kreativitet ochinkludering när de används med tydligt syfte. Samtidigt uttrycks oro för att borttagandet avkravet kan minska barns möjligheter att utveckla digital kompetens, särskilt för dem medbegränsad tillgång till teknik i hemmet. Studien bidrar till förståelsen av hur digitaliseringens rolli förskolan formas i spänningsfältet mellan pedagogisk frihet och likvärdighet, samt belyservikten av fortbildning och tydliga riktlinjer för att säkra förskolans kompensatoriska uppdrag
School and multilingualism – Teaching strategies for students with another native language
No full textFördjupningsarbetet fokuserar på att undersöka hur undervisningsmetoder möts med flerspråkighet av skolan i dagens samhälle. Det finns över en halv miljon elever med annat modersmål än svenska (Skolverket, 2022). Detta gör att det krävs olika pedagogiska strategier för att skapa inkludering, och att kunna ge alla elever likvärdiga möjligheter för både lärande och utveckling. Syftet med detta arbete är att undersöka hur skolans pedagogiska metoder bemöter elever med annat modersmål än svenska för att uppnå deras behov, samt att kunna identifiera effektiva strategier för inkludering och språkutveckling. Detta arbete lyfter även fram praktiska insikter för pedagoger samt skolledning för att skapa mer inkluderande undervisningsmiljö som passar elever med flerspråkighet. Genom att läsa olika forskningar identifieras flera effektiva undervisningsmetoder som multimodala resurser, explicit modellering samt Peer-lärande för att kunna stödja flerspråkiga elever på ett bättre sätt för en akademisk framgång. Det betonas även hur viktigt transspråkande, modersmålsstöd är, då det värdesätter elevernas identitet, vilket bidrar till inkluderande och stödjande lärmiljö. Vidare belyser arbetet även vilka utmaningar lärare kan stöta på såsom resursbrist, brist på kompetens och därmed möjligheter att utvecklas vidare inom sin egen pedagogik för att ta en del av flerspråkighets potential för elevernas bästa
The Redemption of Berlin's Memory Landscapes : Yael Bartana's Malka Germania
No full textThis article delves into the work of contemporary visual artist Yael Bartana, focusing on her recent artwork, the monumental video work Malka Germania (2021). Amidst the constant struggle over politics, commemoration, and territoriality in Berlin's memory landscape, Bartana's art emerges as a critical and thought-provoking intervention. By leaning on interviews with the artist, observations from exhibitions, as well as a thorough analysis of the video work itself, I propose an interpretation of Malka Germania as a radical rethinking of Berlin's memory landscapes. I argue that the work not only reframes struggles over memory, but also materialises them as territorial struggles.Part of special Forum on Territorial Memory: Political Interventions, Spatial Contestations.</p
Introduction
No full text Within the context of a rapidly deepening climate emergency and a collective failure to address this, not least by industrialised states, the Introduction argues for a feminist approach to climate leadership. From a relatively positive outlook in the 2010s, characterised by an increasing number of feminist national and regional leaders who championed alternative economic approaches and priorities, and an upwelling of popular climate and other related protest movements, the chapter notes how these have been overtaken and undermined by the rise, particularly in Europe and the USA, of misogynist, right-leaning, and climate dismissive politics. This chapter summarises the editors’ argument that the past few decades of gender mainstreaming, and attention to gender equality, has failed to displace prevailing economic and political structures steeped in industrial/breadwinner- and petro-masculinities, and that a refocusing on intersectional, ecological, feminism is required to break the current impasse. The Introduction defines the book’s interpretation of feminist climate leadership and also suggests that there is a wealth of feminist approaches to, and examples of, climate leadership from which to draw. The book’s contributions are summarised, to illustrate both good feminist practice in institutions with a climate remit at all geographical scales, and methodologies aligned with feminist principles which have been used to influence climate-related policy. The examples given by the chapters, and interviews with feminist political leaders, point to the efficacy of feminist climate leadership and practice. This poses the question of how we make these the norm, rather than the exception, and suggests ways we might achieve this
“People get so scared of the word drama” : a study on the use of drama in preschool education
No full textStudiens syfte är att undersöka hur pedagoger i förskolan arbetar med delar av läroplansmålet “förmåga att skapa samt förmåga att uttrycka och kommunicera upplevelser, tankar och erfarenheter i olika uttrycksformer som bild, form, drama, rörelse, sång, musik och dans” (Skolverket 2025a, s. 14). Det vi vill fokusera på är att undersöka hur pedagoger i förskolan uppfattar och använder drama i förskolans vardag. Studien utgår från ett sociokulturellt perspektiv med fokus på begreppen “stöttning”, “utvecklingszon”, “imitation” och “appropriering”, samt teorin om multipla intelligenser med fokus på begreppen “kroppslig-kinestetisk intelligens”, “interpersonell intelligens” och “intrapersonell intelligens”. Tidigare forskning om pedagogers erfarenheter, utbildning och arbetssätt kopplat till drama har använts för att bidra till en ökad förståelse av forskningsfältet samt för att möjliggöra en diskussion kring våra resultat. Materialet till studien har samlats in med enskilda intervjuer gjorda med sex pedagoger på två olika förskolor. Resultatet av studien visade att drama används i förskolans vardag både som planerad undervisning och spontan aktivitet. Det planerade dramat visade sig ha ett tydligt pedagogiskt syfte där drama främst används som metod, exempelvis för att konkretisera och synliggöra värdegrundsarbetet. Det spontana dramat associeras i vårt resultat med lek och verkar ge barnen en större möjlighet att uttrycka sig genom drama än vad det planerade dramat ger. En central iakttagelse är att barnen i det planerade dramat ofta får rollen som åskådare eller återberättare snarare än aktiva gestaltande deltagare. Genom att synliggöra pedagogers erfarenheter och arbetssätt ger studien en bredare förståelse för dramats funktion i förskolans vardag och hur läroplansmålet främst relateras i det spontana dramat där barnen ges möjlighet att uttrycka sig aktivt
A Postcolonial Belt and Road Initiative? Dependency, Development and Geopolitics in China-Latin America Relations
No full textThis chapter offers an analysis of the key features characterizing the implementation of the Belt and Road Initiative in Latin America, situating it within China’s broader infrastructure strategy in the region. To do so, the discussion explores the evolution of China’s engagement in Latin America over the past two decades, which has been delineated by a dramatic escalation of commercial and financial activities, transforming trade dynamics, investment flows and impacting geopolitical alliances. Conceptually, building on recent scholarship on the topic, the chapter re-activates core insights from dependency theory, arguing that Latin America remains embedded in a substantial ‘postcolonial’ condition of dependency on a global scale. By bridging historical and contemporary perspectives, the chapter sheds light on how structures of dependencies have endured despite shifting geo-economic and geopolitical configurations
Wallpaper Historicism : Chronotopic Regency romance, popular history and British cultural imperialism
No full textThe aim of this thesis is to discuss the ways in which mass-market historical romantic fiction (more specifically romantic fiction which takes place during the English Regency period) may contribute to the broader cultural markers for a given period of history. This conversation is situated within a broader context of historical fiction’s role in the assembly of popular historicity through mass-market appeal, popular culture. The thesis establishes modern Regency romance novels as descendants of the works of contemporary Regency author Jane Austen and are therefore understood as being relevant to Edward Said’s 1993 discussion of Austen’s work and cultural representations of empire in Culture and Imperialism. It also utilizes Bakhtin’s concept of the literary chronotope to describe the manifestation of a purely fictional sense of space and time which takes on the appearance of historical setting, thus influencing popular conception of a simplified, distilled and sanitized version of history. The thesis traces the development of the modern historical romance novel (and historical romance erotica) throughout the 20th century and into the 21st century. It follows the trends and changes of historical representations and political ideology through the genre’s most significant influences from the early works of Georgette Heyer through the 1970s Bodice Ripper phenomenon and into the modern state of “BookTok” romance novels
Inoculating girls against vaccine hesitancy : How Girl Effect and Gavi used edutainment and participatory communications to encourage HPV vaccine uptake in Ethiopia
No full textVaccines are a critical public health intervention responsible for saving millions of lives each year. However, vaccine hesitancy driven by anti-vaccine movements, has affected vaccine uptake globally. The vaccine that protects against human papillomavirus (HPV) has been particularly affected by hesitancy and uptake remains low across the world. Much of the hesitancy about this vaccine can be attributed to stigma, misinformation and a lack of knowledge about what it is for. The Girl Effect and Gavi, the Vaccine Alliance forged a partnership in 2016 to address the barriers preventing girls from accessing the HPV vaccine in Ethiopia, Malawi, Rwanda and Tanzania. As part of their partnership, they implemented social and behaviour change communications interventions in these countries. One of their most successful and compelling interventions was the integration of HPV messaging and storylines in Yegna – Girl Effect’s edutainment TV show in Ethiopia. This research sought to understand how Girl Effect and Gavi used edutainment and participatory communications to encourage HPV vaccine uptake in Ethiopia. To answer this question, this research applied a case study approach and used a combination of interviews and content analysis to understand how Yegna Season Two integrated HPV messaging. The research found that Girl Effect and Gavi placed a significant emphasis on meaningful and authentic participation in the development of this edutainment intervention. They employed robust safeguarding principles and thoughtfully engaged their Youth Advisory Panel throughout the production process. To further amplify their impact, Girl Effect and Gavi partnered with UNICEF, the Ministry of Health and Ministry of Education to inform their edutainment programming, increase the reach of the show in remote, rural areas and align with government-led vaccination campaigns. This contributed to an increased intent to receive the vaccine amongst their target audience and girls who viewed this season were 1.6 times more likely to intend to receive the HPV vaccine compared to those who had not (Effect 2022: 12). This research suggests that it is critical that edutainment interventions like this are set up for success by investing both time and money in understanding their audience – what their lives are like, what motivates them, the structural barriers they face in receiving health services and how they consume their entertainment, including the growing popularity of user-generated content platforms. Going beyond a transactional audience insight relationship, this case study suggests that organizations embarking on edutainment interventions should employ meaningful, robust participatory methods that bring their audiences into the production process, invest in strategic government partnerships to overcome structural barriers to behaviour change, and ensure that edutainment interventions feel both authentic and respectful.
Contextualising an International Science Curriculum in the Anthropocene : Chemistry Teachers' Approach to Knowledge when Selective Traditions are Challenged
No full textThe urgent and contemporary challenges of the Anthropocene confront science education and the historical period in which science education has developed. Engaging with this confrontation, the article turned to experienced chemistry teachers in a case study by exploring how they approach school chemistry knowledge in the Anthropocene. Focus group discussions among experienced upper secondary chemistry teachers were analysed to address this aim. Five chemistry teachers deeply immersed in the chemistry discipline discussed chemistry education in the context of the Anthropocene. The participating teachers are experienced with international (Diploma Programme of International Baccalaureate) and national (Swedish) chemistry curricula. The analyses showed that through chemistry knowledge, the teachers mediate conflicting emotions for their students to engage with the challenges of the Anthropocene. Furthermore, realising the entanglements of chemistry with other systems, school chemistry knowledge is viewed as a prerequisite and a central tool for engaging with the ethico-socio-political challenges of the Anthropocene. The article discusses the findings as perspective-generating results, regarding taken-for-granted assumptions on chemistry education and selective traditions