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Circulating discourses on linguistic diversity: Examining language policy in a multilingual school
Get PDFIn this presentation, I will discuss preliminary findings from a discourse analysis of the Swedish Curriculum for Compulsory School, arguing that the way language is construed throughout the curriculum is reflective of conflicting ideological orientations to linguistic diversity.
The presentation draws on my ongoing dissertation work, an ethnography of language policy in a Swedish upper secondary school located in a linguistically diverse urban neighborhood. Language policy is viewed as a stratified phenomenon founded in social action, which means that policy is enacted by multiple social actors on multiple scales, ranging from steering documents to language practices on the ground (Hult 2015). The policy is mapped ethnographically, and nexus analysis (Scollon & Scollon 2004) is employed as an analytical framework to enable tracing connections between norms and practices.
In this talk, I narrow my focus to the circulation of discourses about linguistic diversity across the scales of the school. The research question guiding the analysis is: what orientations to linguistic diversity emerge in the policy? Relating the findings to data reflecting other scales (e.g. interviews with participants, ethnographic field notes, photographs), the presentation illustrates how particular language ideologies discursively come into play in the policy process.
The analysis of the curriculum traces the way language as a phenomenon is construed throughout the two parts of the text,suggesting that a transformation is occurring of the way language is construed throughout the curriculum. This transformation is argued to reflect conflicting ideological orientations to linguistic diversity.
These preliminary findings indicate that the curriculum ideologically reflects an (institutional) norm where discursive space is provided for linguistic diversity on an abstract, generalized level, but where the more concrete and directive educational goals erase this discursive space
Revisiting Lady Macbeth: An audio essay on playing, listening, reading and talking our way to a reinterpretation of Shakespeare’s character
No full textAn audio essay that discusses and problematizes Shakespeare's character Lady Macbeth, based on Hans Werner Henze's piece "Mad Lady Macbeth". We examine Lady Macbeth from the perspective of contemporary theories in the field of entrepreneurship
Contact Lens Discomfort (CLD) Treatment with MY MASK Light Modulation® LED mask
Get PDFThe purpose of this study was to understand how the use of the light modulation LED mask MY MASK affects Contact Lens Discomfort (CLD).
Forty-two (42) soft contact lens wearers with dry eye symptoms were recruited for a 3-week descriptive observational study. Treatment using the light modulation LED mask was applied three times, each lasting 15 minutes; on day 1, day 3 and after one week. Symptoms of CLD were quantified with the help of a specific questionnaire (CLDEQ-8) before and after treatment. Ocular surface and tear film measurements were conducted at baseline and 1 week after the last treatment.
Visual acuity remained stable (0.00 LogMAR ± 0.10). The number of symptomatic contact lens wearers decreased by 43% (18 out of 42 subjects), as indicated by the CLDEQ-8 scores (t−test=5.14; p < 0.001) (R2=0.218). Non-invasive tear film breakup time (NIBUT) improved significantly. Before treatment, 70% of eyes (59 out of 84) showed a NIBUT of less than 10 s; after treatment, 26% had values below this cut-off (t-test=3.06; p=0.001) (R2=0.241). Meibography values did not change (t-test= 1.17; p= 0.121) (R2 = 0.872). TearScope showed considerable improvement in tear film lipid layer thickness and the data obtained through the Gland Evaluator also demonstrated an improvement.
Treatment using light modulation LED mask could be an interesting option in improving the aspects that characterise CLD. Additional research is required to establish the reliability of the observed improvement and investigate the necessity of repeated treatments as a means of stabilising or sustaining satisfaction in contact lens wearers
Integrating real and virtual: Enhancing computational thinking through genAI-driven educational robotics
Get PDFCrossing the rainbow bridge from hell to heaven? : Lived experiences of LGBTQIA migrants on their way to and in Sweden
Get PDFThis presentation focuses on the lived experiences of LGBTQ migrants participating in a civil society group in Sweden during the migration process and their reflections on the future. Eleven migrants who self-identified as LGBTQ (seven male/gay, one female/lesbian, one female/bi-sexual, and two transgender/gay persons) from three local support groups for LGBTQ migrants (RFSL Newcomers) were interviewed. Participants came from Guinea, Iraq, Kurdistan, North Macedonia, Nigeria, Nicaragua, Pakistan, the Russian Federation, Syria, Uganda and Ukraine. Interpretative-phenomenological analysis resulted in three themes: Past: from daily stress to the fear of being killed; Present: safety, belonging and resources to support the transition to a new life; and Future: making a positive difference or being afraid of what’s ahead. Participants’ health-related journeys and reflections about the future were complex in terms of favourable and unfavourable lived experiences, which become resources and risks for personal development. Study findings offer an enhanced awareness of the complex landscape of, and interaction between, vulnerability and potentiality. We recommend to focus on the LGBTQ migrants’ strengths and personal resources instead of assigning weakness and vulnerability to not promote a simplistic view on LGBTQIA migrants.This presentation focuses on the lived experiences of LGBTQ migrants participating in a civil society group in Sweden during the migration process and their reflections on the future. Eleven migrants who self-identified as LGBTQ (seven male/gay, one female/lesbian, one female/bi-sexual, and two transgender/gay persons) from three local support groups for LGBTQ migrants (RFSL Newcomers) were interviewed. Participants came from Guinea, Iraq, Kurdistan, North Macedonia, Nigeria, Nicaragua, Pakistan, the Russian Federation, Syria, Uganda and Ukraine. Interpretative-phenomenological analysis resulted in three themes: Past: from daily stress to the fear of being killed; Present: safety, belonging and resources to support the transition to a new life; and Future: making a positive difference or being afraid of what’s ahead. Participants’ health-related journeys and reflections about the future were complex in terms of favourable and unfavourable lived experiences, which become resources and risks for personal development. Study findings offer an enhanced awareness of the complex landscape of, and interaction between, vulnerability and potentiality. We recommend to focus on the LGBTQ migrants’ strengths and personal resources instead of assigning weakness and vulnerability to not promote a simplistic view on LGBTQIA migrants
Förhållande, proportionalitet och proportion - lärarnas och lärarutbildningens framtida utmaningar för elevernas inkludering och hållbarhet
Get PDFDenna presentation syftar till att belysa hur en djup förståelse av begreppen förhållande, proportionalitet och proportion kan främja en inkluderande och hållbar matematikundervisning. Genom att tydligt visa skillnaderna och kopplingarna mellan dessa matematiska begrepp avser presentationen att hjälpa lärare och lärarstudenter att effektivt stödja elevernas lärande. Målet är att utveckla strategier som kan möta elevers varierande behov och säkerställa att undervisningen är både inkluderande och hållbar.
Innehållet i presentationen grundar sig på variationsteori, med särskilt fokus på kritiska aspekter och deras potential att skapa en inkluderande och hållbar matematikundervisning (Olteanu, 2016). Enligt denna teori är det avgörande att identifiera och förklara de kritiska aspekterna av matematiska begrepp för att effektivt stödja elevernas lärande.
För att undersöka och illustrera hur förståelsen av förhållande, proportionalitet och proportion kan tillämpas i matematikundervisningen användes en kombination av kvalitativa och kvantitativa metoder. Dessa inkluderar observationer och analys av skriftliga texter. Dessutom presenteras en hållbar metod för att använda dessa begrepp i undervisningen, baserad på tidigare forskning och teorier (Olteanu, 2011). Metoden (regula de tri) syftar till att ge lärare ett verktyg för att effektivt undervisa om proportioner med särskilt fokus på att göra undervisningen inkluderande och långsiktigt hållbar.
Studien visar att en grundlig förståelse av begreppen förhållande, proportionalitet och proportion hjälper lärare och lärarstudenter till att utforma lektioner som är bättre anpassade till elevers individuella behov. Studenter som tidigare hade svårt att greppa dessa begrepp visade förbättrade resultat när undervisningen fokuserade på att visualisera skillnader och likheter mellan begreppen och därmed användningen av regula de tri. Detta ledde till skapandet av mångsidiga uppgifter som hade potential att inkludera alla elever i matematikundervisningen och främja hållbara tankesätt. Ökad förståelse och engagemang bland studenterna samt förbättrad förmåga att tillämpa de matematiska begreppen i olika sammanhang, observerades som resultat.
För elever som behöver stödinsatser är en djup förståelse av begreppen förhållande, proportionalitet och proportion avgörande för deras framgång. Regula de tri är en hållbar metod som kan stödja framtidens lärare att skapa en mer stödjande lärandemiljö som möter dessa elevers behov. Denna metod hjälper inte bara elever med särskilda behov att nå sina potential, utan främjar också en kultur av hållbarhet där alla elever känner sig delaktiga och värderade. Detta kan leda till förbättrade prestationer, ökad självkänsla och en mer rättvis och effektiv undervisning för alla elever