Attityder till innehåll och delaktighet i val av läroböcker i undervisning i svenska för invandrare: Den pedagogiska och didaktiska betydelsen av flyktingars utbildning och yrkesbakgrund

Reichenberg, Monica

doi:10.5617/adno.3876

Cited by 1 publication

(1 citation statement)

References 7 publications

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“…Unintended exclusion in digitalized educational settings is not limited to compulsory or upper secondary school contexts. While all adult education is supposed to be adapted to individual participant's needs and prerequisites (The Swedish National Agency for Education, 2022b), prINp, a critical aspect of SFI education is understood as lacking individually adapted teaching or being marginally individualized (Reichenberg, 2015;The Swedish Schools Inspectorate, 2018;Government Offices of Sweden, 2022). The Swedish Schools Inspectorate (2018) reports furthermore that most teaching materials used within SFI education tend to be "neutral and prescriptive" rather than "authentic and natural, " and that the issue of individualization is accentuated given that textbooks are not adapted for adult students (compare Vignette 6).…”

Section: Unintended Exclusion Marginalization E Ects Of/in An Inclusi...mentioning

confidence: 99%

Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

Almén

Bagga-Gupta

2023

Front. Educ.

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All education in Sweden, or the Swedish eduscape, is permeated by discourses of compensation and inclusion, conceptualized in this study as a one-school-for-all ethos or perspective. This ethos contributes to a social-ecological framing, wherein the intentions are a society where everyone can participate as active members. This study scrutinizes the governmental strategy of 2017 to digitalize the Swedish educational system based on a one-school-for-all perspective. The study is framed by SWaSP (Second Wave of Southern Perspective) theoretical ideas, with a special focus on positionings, languaging, timespaces, and epistemological-methodological dimensions, including ethics based on the entangled tenets of sociocultural, integrationist, and southern perspectives. Furthermore, this study is anchored in three research projects and one societal developmental project. Materials - e.g., video recordings, audio recordings, photos, artifacts, fieldnotes – from these projects have been generated through (n)ethnographic methods from different institutions in the Swedish educational landscape i.e., eduscape. These span across compulsory schools to Swedish for Immigrants (SFI), within Municipal Adult Education. Three themes have emerged in the multi-scalar data analysis from across settings: (i) intended inclusion, (ii) unintended exclusion, and (iii) intended exclusion. The first theme highlights how digital tools (DTs) create inclusion for students with special needs, or those who are new to the named-language Swedish, in the classroom community, thus contributing to social-ecological sustainability. The second theme illustrates how DTs intended for inclusion in classroom practices morph into tools of exclusion for individuals in mainstream classrooms. The third theme highlights how students in the Swedish eduscape are intentionally excluded from mainstream classrooms. We argue that a social-ecological sustainable stance troubles the division of eduscapes into “mainstream” and “other” settings in contemporary societies, calling for the inclusion of all students irrespective of their positionalities. Our findings highlight that multimodal use of DTs potentially can facilitate inclusion, by providing tools where individual students can participate in and contribute to teaching and learning—what we frame as a third position of classroom organization.

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Section: Unintended Exclusion Marginalization E Ects Of/in An Inclusi...mentioning

confidence: 99%

Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

Almén

Bagga-Gupta

2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

Attityder till innehåll och delaktighet i val av läroböcker i undervisning i svenska för invandrare: Den pedagogiska och didaktiska betydelsen av flyktingars utbildning och yrkesbakgrund

Abstract: Attityder till innehåll och delaktighet i val av läroböcker i undervisning i svenska för invandrare: Den pedagogiska och didaktiska betydelsen av flyktingars utbildning och yrkesbakgrund

Cited by 1 publication

References 7 publications

Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

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