No 8 (2017)

Permanent URI for this collectionhttps://gupea-staging.ub.gu.se/handle/2077/80631

Didaktiska omställningar. Mellan teoretiska och praktiska ämnesrum

I didaktiska sammanhang talar man om »omställning« för att beskriva trafiken mellan teori och praktik. Det handlar då om att läraren ingår i en »teoriomsättningsprocess« som för med sig en särskild relation mellan teoretisk och praktisk kunskap. Till den ämnesdidaktiska forskningen i Sverige har begreppet kommit från Sigmund Ongstads modell av förhållandet mellan allmändidaktik och ämnesdidaktik. Med ämnesdidaktik menar Ongstad de överväganden som är knutna till ett specifikt ämnes situation i skola och utbildning: »refleksjoner over hva et fag (norsk, historie, engelsk, matematikk, musikk, samfunnsfag etc.) er i forhold til hva det kunne eller burde være i skole, samfunn, akademia og profesjonsutdanninger«.

Både ämnet och ämnesdidaktiken är i ständig rörelse: liksom undervisning delvis är en iscensättning av ämnesteoretiska kunskaper, är ämnet delvis bestämt av undervisningens praktik och de erfarenheter som springer ur den. Omställningen kan betraktas som det ömsesidiga förhållandet däremellan. Vad vi kallar didaktiska omställningar placerar teorin i praktiken, men också praktiken i teorin. Som begrepp skapar den vad man skulle kunna kalla ett tredje rum, som motverkar vad vi betraktar som den missriktade polariseringen mellan teori och praktik.

Artiklarna i detta nummer närmar sig denna ämnesdidaktiska problematik. De rör sig över varierande skolformer och utbildningssammanhang, från ungdomsskolan till den högre utbildningen, i ett försök att lokalisera förhållandet mellan ämnesdidaktikens teoretiska och praktiska rum. Artikelförfattarnas egna konkreta undervisningserfarenhet ligger till grund för deras teoretiska ställningstaganden och beskrivningar av ämnesinnehåll, ämnesidentitet och lärande. Men intresset för den ämnesdidaktiska bron mellan teori och praktik återkommer även i en annan mening, eftersom flera av artiklarna skriver fram hur lärandet, inom ramen för det särskilda ämnets teoretiska innehåll, kan betraktas i ljuset av görandets och upplevandets pedagogiska praktik.

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Now showing 1 - 10 of 10

Kritiskt tänkande i skolan. Betraktat genom radikal estetik, medialisering och en poetisk performance av Athena Farrokhzad
(LIR. journal, 2017) Alfredsson, Johan
Over the last decade, the Swedish school system has been discussing the intersection between aesthetics and learning with much enthusiasm. The aim of this article is to show how this discussion can be invigorated by contemporary poetic practice, and how focus thus can be shifted from what Jan Thavenius has labelled »market aesthetics« and »modest aesthetics«, to what he labels »radical aesthetics«, i.e. an overriding aesthetics which is critical by nature, and therefore able to permeate the school system. Much contemporary poetry looks upon itself as a critical art form, at least as much as a creative one. The example used in the article – a controversial radio program, and poetic per formance from 2014, by Athena Farrokhzad – uses poetry to highlight the ideological and religious discourses of contemporary – »mediatized« – society. Appropriating the poetic methods she uses, and employing them meta-critically within the classroom, could bring the school system closer to Thavenius’s ideal »radical aesthetics«.
Att göra en läshandledning. Reflektionsvägar till litterär kompetens
(LIR. journal, 2017) Lore Andersson, Hanne
The purpose of this article is to examine how students, coming upper secondary school teachers in Swedish, deal with issues concerning literary competence. The students’ conception is reflected in a digitally published exam paper named »Teacher’s manual to short stories«. The manual consists of 12 minor manuals written by 23 students and were being produced during their fourth semester of literary studies. The students recommend teachers in upper secondary school to pay attention to literary reception as well as to the structure of texts. They also suggest that texts preferably could be read more than once and that interpretation should be supported by text examples.
En oundviklig ambivalens? Betraktelse om pedagogik och jämlikhet i seminarier med estetisk inriktning
(LIR. journal, 2017) Brodén, Daniel
Academic seminars focusing on aesthetic works such as novels or films are common within the aesthetic disciplines. Researchers within the field of teaching in higher education have, however, paid limited attention to inherent contradictions in this particular seminar form. Drawing on Jacques Rancière’s theories on learning and aesthetics, which are critical of all endeavours to discipline human intellectual activity, the article highlights an ambivalence in the role of the teacher. As part of a formalized education, the teacher should work for the implementation of a scientific approach, but at the same time safeguard the students’ aesthetic experience.
Högläsning för äldre elever. En mötesplats för teori och praktik
(LIR. journal, 2017) Nordenstam, Anna; Widhe, Olle
The purpose of this article is to theorize the function of teacher’s read-aloud in relation to the development of adolescent reading comprehension. We argue that this area in many ways is insufficiently researched in the Swedish context. Using international empirical research covering the effects of readaloud on pre-adolescent and adolescent learning as a starting point we recognize different views that paves the way for a theory of reading aloud. In our article we pinpoint the main advantages of reading aloud, and ask how these associate to each other and to the curriculum of secondary school, as well as to the need of the student in this particular stage of the educational system. Our conclusion is that the teacher’s readaloud procedure can be regarded as an exchanging of theoretical and practical knowledge. This exchange makes way for a special kind of meaningful and careful relationship between teacher and students in the classroom, at the same time as it invites the student to enter into a personal and careful and motivating dialog with the text as form and content.
Grasping sacred space: On geographical perspectives in teaching religion
(LIR. journal, 2017) Kardemark, Wilhelm
This article discusses geographical approaches in religious studies and how such approaches may be taken in the classroom. The point of departure for the discussion is scientific literature and experiences as a university teacher. It is argued that a geographical approach to teaching religion allows one to address »lived religion« and questions of religion’s materiality.
»Finns det några religiösa här?« Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap
(LIR. journal, 2017) Kittelmann Flensner, Karin
In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifications in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.
Fem stora förmågor och litteraturläsning. Att strukturera lärande i en tid av mätning och synliggörande
(LIR. journal, 2017) Lindell, Ingrid
Teaching literature in a time of measurement and visibility is met with a number of difficulties on several levels. In contemporary school development there is a wave of methodological offerings on how to make aims and criteria visible and in line with Assessment for Learning principles. A secondary grammar teacher of literature needs to be able to make explicit the purpose of reading and what qualifies a student’s task at which grade. This article discusses the presumptive learning object of literature reading in relation to one popular method of teaching generic competencies. In this example literature falls short and is both marginalised and risking instrumentality. Generic competencies could rewardingly be used in connection with teaching literature but needs to encompass metacognitive, aesthetical and experiential learning processes as well as analytical, communicative, conceptual and practical skills.
Fiktionslitteratur som kunskapsform och bildning. Teoretiska grunder och ett exempel från den högskolepedagogiska praktiken
(LIR. journal, 2017) Rehal Johansson, Agneta
In higher education, especially in professional education programs, there is today a growing interest in adding literary fiction to the curricula. Philosophers and educationalists discussing contemporary forms of liberal education and Bildung also argue that narrative art is essential to the faculties of self-examination and understanding the life and realities of the other and as such important in the education of the future world citizens. This article brings to the fore and combines certain literary and esthetical theories thus presenting a coherent theoretical foundation to the use of literary fiction, especially novels, as a form of knowledge. It also gives a practical example of how to take advantage of the potentials of literary fiction as form of knowledge in higher education aiming towards Bildung in the current sense of the word.
The Dialogic Classroom: Bakhtin and the Valuating Perspective
(LIR. journal, 2017) Öhman, Anders
This article deals with the idea of the dialogic classroom and its influence on the pedagogic discussion in Sweden, especially in the teaching of literature as part of Swedish language education. Through a discussion of Bakhtin’s theory of the dialogic, I argue that it is problematic to construct an opposition between experience-based teaching of Swedish and a more tra ditional approach that emphasises the literary canon. The teacher’s valuative relationship towards what he or she is teaching is important in order to initiate a dialogue with students, regardless whether the material being taught belongs to the literary canon or to popular literature. It is argued that Bakhtin’s theory has an unrecognized potential for the teaching of literature.
Editorial Inledning
(LIR. journal, 2017) Lindell, Ingrid; Widhe, Olle

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