1,720,980 research outputs found
Multicultural Education in Denmark: In Relation to Folkeskoleloven 2005
No full textIn this project we analyse if the Danish education is using multicultural approaches in its educational system. We have done this by focusing on the analytical methods introduced to us by James Lynch and James A. Banks. Then we also contrast Banks and Lynch with Stephen May. The latter analyses both multiculturalists and antiracists. Furthermore, there is a part of our project where we define focal concepts that make part of a multicultural society. After we link and contrast the theories that we have chosen, we will analyse if these are being embraced by society at all and if they are being used in the teachers' approach to teach in a multicultural classroom.In this project we analyse if the Danish education is using multicultural approaches in its educational system. We have done this by focusing on the analytical methods introduced to us by James Lynch and James A. Banks. Then we also contrast Banks and Lynch with Stephen May. The latter analyses both multiculturalists and antiracists. Furthermore, there is a part of our project where we define focal concepts that make part of a multicultural society. After we link and contrast the theories that we have chosen, we will analyse if these are being embraced by society at all and if they are being used in the teachers' approach to teach in a multicultural classroom
At blive Bydelsmor - Læring og identitetsdannelse i et "frit land med regler"
No full textThe aim of the thesis is to investigate a project in an area defined as a "ghetto": Project "Neighborhood Mothers". The aim is to look into what the Neighborhood Mothers get out of being part of the project in terms of what they learn and how their identities are created and recreated. The methodology of this thesis is based on observations and interviews produced during a Neighborhood Mothers educational seminar in Copenhagen. In my analysis of what happens in the process of becoming a Neighborhood Mother, I conclude that especially the changed position as part of becoming a Neighborhood Mother, and the self-perpetuating effect this position produce, has an important significance. The Neighborhood Mothers perceive themselves as being in a borderland, where they try to see themselves, and especially try to be regarded by others, more as strong, active women and good mothers, instead of marginalized, isolated women. Discourses in the community of Neighborhood Mothers mark this movement; e.g. discourses about "helping others" and discourses about "the strong women". Also categorizations from outside the community mark this change and have an impact. The Neighborhood Mothers are all part of an ethnic minority in Denmark, which also has a significant influence on how they see themselves. The Neighborhood Mothers see themselves as part of different cultural communities and try to harmonize different identities and demands in relation to this.The aim of the thesis is to investigate a project in an area defined as a "ghetto": Project "Neighborhood Mothers". The aim is to look into what the Neighborhood Mothers get out of being part of the project in terms of what they learn and how their identities are created and recreated. The methodology of this thesis is based on observations and interviews produced during a Neighborhood Mothers educational seminar in Copenhagen. In my analysis of what happens in the process of becoming a Neighborhood Mother, I conclude that especially the changed position as part of becoming a Neighborhood Mother, and the self-perpetuating effect this position produce, has an important significance. The Neighborhood Mothers perceive themselves as being in a borderland, where they try to see themselves, and especially try to be regarded by others, more as strong, active women and good mothers, instead of marginalized, isolated women. Discourses in the community of Neighborhood Mothers mark this movement; e.g. discourses about "helping others" and discourses about "the strong women". Also categorizations from outside the community mark this change and have an impact. The Neighborhood Mothers are all part of an ethnic minority in Denmark, which also has a significant influence on how they see themselves. The Neighborhood Mothers see themselves as part of different cultural communities and try to harmonize different identities and demands in relation to this
Etnisk minoritet i specialklassen
No full textThis project studies the possibilities of participation among ethnic minority students within the frames of a special class in the Danish Elementary School. We investigate this through the practice theory of Pierre Bourdieu and his concepts of symbolic capital, habitus, field, doxa and symbolic violence. We will thus implement the research of Thomas Gitz-Johansen regarding ethnic minority students’ sorting and integration in Danish Educational Institutions. We have found that ethnicity is only ascribed a certain value in this classroom if the background of the student in question is considered in the lower end of the social scale. Through the use of symbolic violence the school attempts to maintain and reproduce its own symbolic capitals, which have their origin in Danish society and thereby the two sustain each other. We have, among other examples, seen this in our specific field through observing and interviewing students like Mahmut and Zara, who are both ethnic minority students, and whose participation changed drastically from somewhat passive to enthusiastic and active during a teaching situation in which different capitals were suddenly given positive attention.This project studies the possibilities of participation among ethnic minority students within the frames of a special class in the Danish Elementary School. We investigate this through the practice theory of Pierre Bourdieu and his concepts of symbolic capital, habitus, field, doxa and symbolic violence. We will thus implement the research of Thomas Gitz-Johansen regarding ethnic minority students’ sorting and integration in Danish Educational Institutions. We have found that ethnicity is only ascribed a certain value in this classroom if the background of the student in question is considered in the lower end of the social scale. Through the use of symbolic violence the school attempts to maintain and reproduce its own symbolic capitals, which have their origin in Danish society and thereby the two sustain each other. We have, among other examples, seen this in our specific field through observing and interviewing students like Mahmut and Zara, who are both ethnic minority students, and whose participation changed drastically from somewhat passive to enthusiastic and active during a teaching situation in which different capitals were suddenly given positive attention
Postcolonial identity in Nigeria
No full textThe aim of this project is to understand different positions of Nigerian identities, which is done through a postcolonial perspective. This perspective will be supported by the discourses of Bhabha, Said, Hall, and Fanon to understand postcolonial identity and conflicts. The discourse theory support the project with an understanding of everything being positioned, and helps us to locate our own position toward knowledge production. From this, we have reached an understanding of how stereotyping, culture and language are essential concepts when defining Nigerian identity.The aim of this project is to understand different positions of Nigerian identities, which is done through a postcolonial perspective. This perspective will be supported by the discourses of Bhabha, Said, Hall, and Fanon to understand postcolonial identity and conflicts. The discourse theory support the project with an understanding of everything being positioned, and helps us to locate our own position toward knowledge production. From this, we have reached an understanding of how stereotyping, culture and language are essential concepts when defining Nigerian identity
Straf & Etik - øje for øje eller straf til gavn
No full textAbstract This study examines the philosophical question of punishment. Why we punish people in our modern society, and how we do it, is the essential point in this 1. Semester project. The first part of the paper simplifies the sense of justice and ethic points of views, to subsequent the introduction to an investigation of two different theories about punishment. This part is mainly based on books and articles of Jeremy Bentham, Immanuel Kant and Jesper Ryberg – three well-known philosophers with knowledge in the concept of punishment. The second part analyses the theories in order to use them on our self-selected case, in the form of a documentary. Finally, our philosophical work gives us great knowledge and an opportunity to draw parallels to create a self-invented new theory, which could be used as an alternative form of punishment-theory. Eventually the working-process with analyses and interpretations sums up to a wider understanding of why we punish from a philosophical perspective.Abstract This study examines the philosophical question of punishment. Why we punish people in our modern society, and how we do it, is the essential point in this 1. Semester project. The first part of the paper simplifies the sense of justice and ethic points of views, to subsequent the introduction to an investigation of two different theories about punishment. This part is mainly based on books and articles of Jeremy Bentham, Immanuel Kant and Jesper Ryberg – three well-known philosophers with knowledge in the concept of punishment. The second part analyses the theories in order to use them on our self-selected case, in the form of a documentary. Finally, our philosophical work gives us great knowledge and an opportunity to draw parallels to create a self-invented new theory, which could be used as an alternative form of punishment-theory. Eventually the working-process with analyses and interpretations sums up to a wider understanding of why we punish from a philosophical perspective
Pædagogernes oplevelse af den nye skolereform - en empirisk analyse
No full textResume I dette projekt beskæftiger vi os med, hvordan den nye folkeskolereforms implementeringsproces påvirker pædagoger. Vi har taget udgangspunkt i et fokusgruppeinterview med tre pædagoger og en pædagogmedhjælper fra en privat fritidsklub i Nordsjælland, som vi har fortolket med en hermeneutisk tilgang. Med udgangspunkt i skolereform 2014, New Public Management, professionsteori og begreber om hverdagsliv analyserer vi ud fra interviewet, pædagogernes relation til henholdsvis stat, lærere, faglighed og hverdagsliv. Gennem denne empiriske analyse har vi konkluderet, at implementeringsprocessen påvirker disse pædagogers arbejdsliv således, at de mister herredømmet over deres hverdag, både på arbejdet og i privatlivet. Deres arbejde tvinges ind i en ny kontekst og deres faglighed ændres. Pædagogerne er professionsmæssigt underlagt lærerne og de føler sig derfor magtesløse i forhold til at kunne bevare deres faglighed og profession som den er nu. Igennem interviewet tilegner pædagogerne sig en ny erkendelse af, at de kan vende udfordringerne i forhold til reformen, om til muligheder.Resume I dette projekt beskæftiger vi os med, hvordan den nye folkeskolereforms implementeringsproces påvirker pædagoger. Vi har taget udgangspunkt i et fokusgruppeinterview med tre pædagoger og en pædagogmedhjælper fra en privat fritidsklub i Nordsjælland, som vi har fortolket med en hermeneutisk tilgang. Med udgangspunkt i skolereform 2014, New Public Management, professionsteori og begreber om hverdagsliv analyserer vi ud fra interviewet, pædagogernes relation til henholdsvis stat, lærere, faglighed og hverdagsliv. Gennem denne empiriske analyse har vi konkluderet, at implementeringsprocessen påvirker disse pædagogers arbejdsliv således, at de mister herredømmet over deres hverdag, både på arbejdet og i privatlivet. Deres arbejde tvinges ind i en ny kontekst og deres faglighed ændres. Pædagogerne er professionsmæssigt underlagt lærerne og de føler sig derfor magtesløse i forhold til at kunne bevare deres faglighed og profession som den er nu. Igennem interviewet tilegner pædagogerne sig en ny erkendelse af, at de kan vende udfordringerne i forhold til reformen, om til muligheder
Mod kollektiv refleksionspraksis? En analyse af støttepædagogers arbejde og faglighed i et aktionsforskningsteoretisk perspektiv
No full textStyrkelse af ældres teknologikompetence gennem frivillighed
Full text linkArtiklen beskæftiger sig med temaet frivillighed, ældres teknologikompetencer og læring som fælles anliggende for frivillige organisationer og kommune. Der tages udgangspunkt i en konkret praksis, hvor en større landsdækkende frivillig organisation samarbejder med en af landets kommuner om at inddrage frivillige i arbejdet med at styrke ældre borgeres teknologikompetencer;og herigennem også de ældres muligheder for deltagelse i sociale netværk, samt indirekte de ældres livskvalitet. Fokus er rettet særligt mod forholdet mellem henholdsvis frivillige og borgere samt frivillige og ansatte. På den baggrund er hensigten at belyse hvordan et samarbejde af den karakter tager sig ud i praksis, beskrive organiseringsvalg, samt nogle af de modeller, værktøjer og metoder der har været i spil. Dertil vil der blive peget på potentialer og udfordringer ved samarbejdskonstellationen, hvor frivillige inddrages i arbejdet med at udføre serviceopgaver for specifikke borgergrupper i kommunen
Sprog, læring og didaktik - Forestillinger om sproglige minoritetsbørns læring i Folkeskolen
No full textABSTRACT This thesis explores prevailing discourses of language and learning in relation to lingual minority children in the Danish public school system, Folkeskolen. The thesis is bases on the assumption that public school systems ought to have the encouragement of democratic citizenship as its overriding purpose. This necessitates the development of a critical faculty and the sense of choice amongst schoolchildren. This purpose is there for in fact obstructed if school systems adopt an uncritical approach to its own arrangements in terms of curriculum, didactics, and pedagogy etcetera, as this reproduces inequality. The thesis’ approach is based on critical discourse analyses. The prevailing discourses of language and learning in the Folkeskole is currently characterised by change. This entails a shift in discourse, which allows the ethnicity of minority children to fade in to the background in the favour of a perspective more exclusively occupied with their lingual features. This shift in perspective is attributable to a rising interest in language awareness as a key component in learning processes amongst teachers and headmasters as well as the Danish Ministry of Education. This notion sets up new subject positions for lingual minority children. Namely the position as the lingual aware child. This also creates the notion of all children regardless of ethnic background potentially having an insufficient language. It is thus continuously legitimate to place children’s languages in a hierarchy in the Folkeskole and categorise some language variations as problematic. Only is it no longer legitimate to do so based on ethnicity or bilingualism. This notion creates the novel category Sprogbørn (Lingual Children). This is a category created for children whom teachers perceive as having insufficient language, regardless of their ethnicity. The rising interest in language awareness correspond to a rising interest in learning awareness. Learning awareness is a didactic notion, which views learning almost exclusively as an individual, cognitive process. It is argued that this marginalises the social and structural aspects of learning as irrelevant. The individual, cognitive learning processes of children are regarded as something teachers are to control by making the children control them themselves in accordance to the expectations of the school. The teaching methods attributed to this form of learning are often stated as inspired by the work of the educational researcher, John Hattie and his notion of Visible Learning. The finds of Hattie’s research are often described in terms such as based on evidence and disinterested, which in contrast to former, ideologically biased notions are pointed out as a legitimate foundation to base notions of teaching on. I argue Hattie’s notions to be based on an instrumental and operational view on the purpose of schooling. This entails a point of view where the main purpose of public schooling is to create people capable of assimilating to the demands of their social environment, now as in the future, a oppose to asses these demands and, possibly, challenge them. I therefore conclude the prevailing discourses of language and learning in relation to lingual minority children to be insufficiently critical in terms of realising the potentials of empowerment and emancipation Folkeskolen has. I also argue that the notion of almen dannelse although threatened might hold the potentials for democratic citizenship which other discourses in Folkeskolen seem to be lacking.ABSTRACT This thesis explores prevailing discourses of language and learning in relation to lingual minority children in the Danish public school system, Folkeskolen. The thesis is bases on the assumption that public school systems ought to have the encouragement of democratic citizenship as its overriding purpose. This necessitates the development of a critical faculty and the sense of choice amongst schoolchildren. This purpose is there for in fact obstructed if school systems adopt an uncritical approach to its own arrangements in terms of curriculum, didactics, and pedagogy etcetera, as this reproduces inequality. The thesis’ approach is based on critical discourse analyses. The prevailing discourses of language and learning in the Folkeskole is currently characterised by change. This entails a shift in discourse, which allows the ethnicity of minority children to fade in to the background in the favour of a perspective more exclusively occupied with their lingual features. This shift in perspective is attributable to a rising interest in language awareness as a key component in learning processes amongst teachers and headmasters as well as the Danish Ministry of Education. This notion sets up new subject positions for lingual minority children. Namely the position as the lingual aware child. This also creates the notion of all children regardless of ethnic background potentially having an insufficient language. It is thus continuously legitimate to place children’s languages in a hierarchy in the Folkeskole and categorise some language variations as problematic. Only is it no longer legitimate to do so based on ethnicity or bilingualism. This notion creates the novel category Sprogbørn (Lingual Children). This is a category created for children whom teachers perceive as having insufficient language, regardless of their ethnicity. The rising interest in language awareness correspond to a rising interest in learning awareness. Learning awareness is a didactic notion, which views learning almost exclusively as an individual, cognitive process. It is argued that this marginalises the social and structural aspects of learning as irrelevant. The individual, cognitive learning processes of children are regarded as something teachers are to control by making the children control them themselves in accordance to the expectations of the school. The teaching methods attributed to this form of learning are often stated as inspired by the work of the educational researcher, John Hattie and his notion of Visible Learning. The finds of Hattie’s research are often described in terms such as based on evidence and disinterested, which in contrast to former, ideologically biased notions are pointed out as a legitimate foundation to base notions of teaching on. I argue Hattie’s notions to be based on an instrumental and operational view on the purpose of schooling. This entails a point of view where the main purpose of public schooling is to create people capable of assimilating to the demands of their social environment, now as in the future, a oppose to asses these demands and, possibly, challenge them. I therefore conclude the prevailing discourses of language and learning in relation to lingual minority children to be insufficiently critical in terms of realising the potentials of empowerment and emancipation Folkeskolen has. I also argue that the notion of almen dannelse although threatened might hold the potentials for democratic citizenship which other discourses in Folkeskolen seem to be lacking
"Måske er jeg bare en følsom mand?":Om konsekvenser af pædagogstuderendes kønsskabelse for mandlige studerende
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