1,720,991 research outputs found
Bp1 Group 4 'Discontent in Primary School
No full textProjektet har til formål at bidrage med et reflekterende element i debatten omkring mistrivselblandt unge. I den forbindelse ønsker vi at belyse den stigende mistrivsel, vi oplever ifolkeskolen. Ved at redegøre for Anders Petersen samt Erving Goffmans teori og sammenholdeteorien med en analyse af de nationale test og uddannelsesparathedsvurderingen, konkludererprojektet, at de nuværende strukturelle elementer som disse, har negative konsekvenser forelevernes mentale trivsel, da elementerne bidrager til et præstations ideal, der med ErvingGoffmans teori om stigmatisering, kan forklare fundamentet for mistrivslen. Derudoverbenytter vi Hartmut Rosas teori om acceleration, fremmedgørelse og resonans pædagogik isammenhæng med en analyse af kvantitative data såvel som kvalitative data. Denne analysekonkluderer, hvordan rammerne for undervisningsmiljø ofte mislykkes med at opfyldeopgaven om at åbne verden op for eleverne gennem en engagerende undervisning, der formårat resonere med eleverne. Slutteligt diskuterer projektet på hvilke måder regeringens nye udspilkan ses som en løsning på nogle af de problemer, vores analyse konkluderer. Diskussionenkonkluderer, at mens der er fokus på præstationspresset i regeringens nye udspil, er der fortsatintet der peger på konkret handling. Modsat har Folketinget nyligt valgt at fjerneuddannelsesparathedsvurderingen, men dette er muligvis en forskydning af presset.Diskussionen konkluderer sidst at regeringens udspil til en ny folkeskolereform, har potentialetil at reducere nogle af de problematikker, analysen påpeger omkring det nuværendeundervisningsmiljø. Her bidrager forslaget om at fjerne 9 ud af 10 læringsmål og skabe en meredifferentieret undervisning til en mere resonansfyldt undervisning. På den måde skaber man etundervisningsmiljø, hvor flere elever trives i undervisningen
Between achievement and pressure: Young high school students' balancing act in a accelerating society
No full textThis project examines the impact of acceleration and performance society on the well-being of high school students. The project’s analysis is structured around four semi-structured qualitative interviews with four high-school students. The theoretical frame of this project is based on Hartmut Rosa’s theory about social acceleration and Anders Petersen’s theory about the performance society. The two theories combined have shed light on how young people deal with the external pressures that affect their daily lives, and how they balance educational and social aspects. Furthermore, the two theories have also been able to illuminate the complexity of an accelerated society and a performance society. The main conclusion of the project is that the performance and acceleration of society can be seen as social trends, but it is also clear that these constitute political frames for young people through various political reforms. It can therefore be seen that young high school students have to navigate in different arenas, which together create a very special type of pressure that is particularly seen among today's youth generation
Basisproject 3: When "putte" culture becomes a scene for gender role expression
No full textThis study aims to investigate the (re)production of gender and gender roles in Danish gymnasiums. In a social constructivist light and through the dramaturgical interactionist theory of Erving Goffman and the performativistic gender theory of Candice West and Don Zimmerman, we analyse two interviews and a number of messages received through the social media platform, Instagram, along with several newspaper articles. We show that the social pressure from peers and older fellow students in some places, especially the relatively wealthy Nordsjælland, make some young women feel forced, by the threat of social exclusion, to take up the traditional gender roles of being subservient to the wishes of men. We then discuss two general ways to handle or regulate the social arrangements of the “Puttekultur” along with thoughts about how geography and class impact these arrangements.Based on our findings, we conclude that the reproduction of this culture and gender roles depend on the individual’s pursuit of recognition and the social pressure from different groups. It is easier to reproduce certain gender roles, as they are being learned and practised through rituals and social norms
Eleven i konkurrencestaten
No full textFølgende projekt har haft til opgave, at undersøge hvordan eleven skabes som en ressource i konkurrencestaten og hvilke konsekvenser det har for eleven, at blive betragtet som en ressource i konkurrencestaten. Projektet er besvaret med afsæt i Ove K. Pedersens skitsering af overgangen fra velfærdsstat til konkurrencestat, som ligeledes danner baggrund for opgavens forforståelse. Derudover benytter opgaven Michel Foucault til at analysere magt og diskurser, Richard Jenkins til at anskue konsekvenser for identiteten, suppleret med Anthony Giddens som udover sin identitetsteori bringer et fokus på individets refleksivitet. Gennemgående for analysen ses det, at eleverne både bliver skabt som ressource i konkurrencestaten, men ligeledes italesætter aspekter som ikke hører til i beskrivelsen af konkurrencestaten, og dermed kan elevernes selvforståelse, fagligt såvel som socialt, anskues som hverken funderet i velfærdsstaten eller konkurrencestaten. The scope of this project is to study how the student is created as a resource in The Competition State and which consequences it has for the student, to be considered as a resource in The Competition State. The project is based on Ove K. Pedersens description of the transition from The Welfare State to The Competition State, which establishes the foundation for the pre-understanding of the study. Beyond The Competition State, we use Michel Foucault to analyse power and discourses, Richard Jenkins regarding consequences for the identity, supplemented by Anthony Giddens who in addition to his identity theory also focus on the reflectivity of the individual. Throughout the analysis, it is shown that the students are created as a resource in The Competition State, but they also articulate aspects that aren’t included in the description of The Competition State and therefore the students sense of self, both academically as well as socially, is regarded as neither founded in The Welfare State nor The Competition State.Følgende projekt har haft til opgave, at undersøge hvordan eleven skabes som en ressource i konkurrencestaten og hvilke konsekvenser det har for eleven, at blive betragtet som en ressource i konkurrencestaten. Projektet er besvaret med afsæt i Ove K. Pedersens skitsering af overgangen fra velfærdsstat til konkurrencestat, som ligeledes danner baggrund for opgavens forforståelse. Derudover benytter opgaven Michel Foucault til at analysere magt og diskurser, Richard Jenkins til at anskue konsekvenser for identiteten, suppleret med Anthony Giddens som udover sin identitetsteori bringer et fokus på individets refleksivitet. Gennemgående for analysen ses det, at eleverne både bliver skabt som ressource i konkurrencestaten, men ligeledes italesætter aspekter som ikke hører til i beskrivelsen af konkurrencestaten, og dermed kan elevernes selvforståelse, fagligt såvel som socialt, anskues som hverken funderet i velfærdsstaten eller konkurrencestaten. The scope of this project is to study how the student is created as a resource in The Competition State and which consequences it has for the student, to be considered as a resource in The Competition State. The project is based on Ove K. Pedersens description of the transition from The Welfare State to The Competition State, which establishes the foundation for the pre-understanding of the study. Beyond The Competition State, we use Michel Foucault to analyse power and discourses, Richard Jenkins regarding consequences for the identity, supplemented by Anthony Giddens who in addition to his identity theory also focus on the reflectivity of the individual. Throughout the analysis, it is shown that the students are created as a resource in The Competition State, but they also articulate aspects that aren’t included in the description of The Competition State and therefore the students sense of self, both academically as well as socially, is regarded as neither founded in The Welfare State nor The Competition State
"Who is it really for?" - Caseworkers, foster parents, and previously placed young peoples perspectives on action plans.
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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