<p>This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study.</p><p>Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes.</p><p>The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion.</p><p>The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.</p>

This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study. Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes. The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion. The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.

As a teacher-researcher, I have endeavoured to evaluate and reflect on the teaching of Islamic Studies at Form V level. This Action Research investigated the effectiveness of using Remedial Strategies as instructional methods to increase class participation in Islamic Studies classes at Form V level, in a Private Secondary School, The Islamic Cultural College, Port-Louis; in a State Secondary School, Port-Louis State Secondary School, Colline Monneron, Port-Louis; and in a Profit-Making Institution, The Doha Academy, Eau-Coulee, Curepipe. Data was collected mainly from questionnaires sent to the students and analyzed. The study also covers the findings and analysis from the questionnaires and some recommendations to improve classroom practices to promote students’ participation in Islamic Studies classes have been proposed. Overall, this research aims at contributing to an enhanced learning experience for the students of Islamic Studies and for me as a teacher-practitioner. The Remedial Strategies imply a shift of onus from the teacher to the student. This transfer is what is envisaged most by all contemporary thinkers in education because this is what guarantees concrete and productive learning in the classroom. / Religious Studies and Arabic / M. A. (Islamic Studies)

As a teacher-researcher, I have endeavoured to evaluate and reflect on the teaching of Islamic Studies at Form V level. This Action Research investigated the effectiveness of using Remedial Strategies as instructional methods to increase class participation in Islamic Studies classes at Form V level, in a Private Secondary School, The Islamic Cultural College, Port-Louis; in a State Secondary School, Port-Louis State Secondary School, Colline Monneron, Port-Louis; and in a Profit-Making Institution, The Doha Academy, Eau-Coulee, Curepipe. Data was collected mainly from questionnaires sent to the students and analyzed. The study also covers the findings and analysis from the questionnaires and some recommendations to improve classroom practices to promote students’ participation in Islamic Studies classes have been proposed. Overall, this research aims at contributing to an enhanced learning experience for the students of Islamic Studies and for me as a teacher-practitioner. The Remedial Strategies imply a shift of onus from the teacher to the student. This transfer is what is envisaged most by all contemporary thinkers in education because this is what guarantees concrete and productive learning in the classroom. / Religious Studies and Arabic / M. A. (Islamic Studies)

Utifrån ett hermeneutiskt perspektiv har föreliggande studie som syfte att studera några instrumentallärare inom kulturskolan angående kreativitet i instrumentalundervisning. I bakgrundskapitlet tas litteratur och forskning som berör området kreativitet upp. Sju informanter intervjuades med semistrukturerad kvalitativ intervju som metod. Tolkningar av transkriptionerna gjordes utifrån ett hermeneutiskt perspektiv. Resultatet visar att det fanns gemensamma uppfattningar om kreativitet. Kreativitet uppfattades av lärarna som att bryta sig ur etablerade tankemönster, skapande och att skapa nya idéer. Förutsättningar för kreativitet uppfattades vara trygga miljöer och att läraren är trygg i sin lärarroll. Elever ansågs vara kreativa men att det är läraren som lockar fram deras kreativitet. Vissa förutsättningar för elevers kreativitet var nyfikenhet, intresse och motivation. Resultatet visar att lärarnas egen utbildning har varit en källa till hur de uppfattar kreativitet. De viktigaste faktorerna var deras egna lärare och att få spela med andra vilket i sin tur har påverkat hur lärarna undervisar sina egna elever. / From a hermeneutic perspective, the present study aims to examine how cultural school teachers perceive creativity and how these perceptions have grown. The background chapter presents literature and research that concerns the area of ​​creativity. Seven informants were interviewed with semi-structured qualitative interviews. Interpretations of the transcriptions were made by applying the hermeneutic circle. The result shows common views of creativity. Creativity was perceived as breaking out of established thought patterns, creation and creating new ideas. Prerequisites for creativity were perceived to be safe environments and that the teacher is comfortable in his or her teaching profession. The view was that all pupils are creative, but the teacher needs to attract creativity. Some prerequisites for students were curiosity, interest and motivation. The result shows that the teachers' own education has been a source of how they perceive creativity. The most important factors were their teachers and to play music in ensembles with others. In turn this have influenced how teachers teach their students today.

Orientador: Rosa de Fátima Souza Chaloba / Banca: Jane Soares de Almeida / Banca: Vera Teresa Valdemarin / Resumo: Este trabalho reconstrói aspectos da cultura escolar de uma escola primária rural. Para isso, realizamos a análise de fontes documentais referentes a instituição. Os 217 documentos catalogados e analisados pelo pesquisador se apresentaram como importante fonte de indícios para uma caracterização geral da instituição, que foi feita por meio das informações retiradas dos livros de matrícula e ponto pessoal e por uma análise mais detalhada dos livros de atas das reuniões pedagógicas que permitiram que se visualizasse os aspectos da cultura escolar. Há no trabalho um histórico que contextualiza e caracteriza a sociedade rural em que o Grupo Escolar Comendador Pedro Morganti estava inserido, e uma reflexão historiográfica que reflete sobre a continuidade das experiências dos sujeitos escolares ao longo do tempo, como aspectos constituintes da cultura escolar / Abstract: This work reconstructs aspects of school culture in a rural primary school. For this, we performed the analysis of documentary sources relating to the institution. The 217 documents cataloged and analyzed by the researcher is presented as an important source of evidence for a general characterization of the institution, which was made through the information taken from books and personal point of registration and a more detailed analysis of the books of minutes of meetings pedagogical that enabled them to visualize aspects of school culture. There is a historical work that contextualizes and characterizes the rural society in which the School Group Commander Pedro Morganti was inserted, and an historical analysis that reflects on the continuity of the educational experiences of individuals over time, as essential elements of school culture / Mestre

Orientador: Washington Luiz Pacheco de Carvalho / Banca: Denice Barbara Catani / Banca: Ana Maria de Andrade Caldeira / Banca: Eduardo Adolfo Terrazzan / Banca: Alberto Villani / Resumo: Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o "capital docente" nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências. / Abstract: By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu's works, it was possible to identify the "teacher's capital" in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the "heretical strategies" such those presented by the teacher M. / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-28Bitstream added on 2014-06-13T19:02:08Z : No. of bitstreams: 1 genovez_lgr_dr_bauru.pdf: 1820452 bytes, checksum: 7d9712eee9686e4feb1f6d34ac8dbe3a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o “capital docente” nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências. / By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu’s works, it was possible to identify the “teacher’s capital” in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the “heretical strategies” such those presented by the teacher M.

Syftet med studien är att ta reda på vilka motivationsfaktorer som elever i olika ensembler på kulturskolan erfar och om det skiljer sig något mellan fokusgrupperna. Bakgrundskapitlet belyser litteratur och tidigare forskning inom området motivation, instrumentalspel och gruppsykologi. Arbetets vetenskaps- och kunskapsteoretiska utgångspunkter är interpretativism och konstruktionism. Studiens teoretiska perspektiv är fenomenologi med inriktning mot livsvärldsperspektivet. Studiens forskningsmetod innefattar semistrukturerade interjuver med fyra olika fokusgrupper från fyra olika ensembler på kulturskolan. Materialet analyserades utifrån tematisk analysmetod. I analysen av resultatet har två övergripande teman, sociala- och musikaliska faktorer, framkommit. De sociala faktorerna berör elevers erfarande av att det är att umgås med vänner i ensemblen, träffa människor i olika åldrar, ha en god relation med sina lärare och att ha eget ansvar i ensemblen. Det framkom också att musicera tillsammans, att utvecklas på sitt instrument, lära sig av varandra och att medverka i konsertsamanhang var motiverande faktorer för att spela i ensemble. Ett antal icke motiverande faktorer framkom även bland annat tidsbrist, för svåra eller lätta låtar, olika åsikter i ensemblen och att vänner slutar i ensemblen. Skillnader gällande synen på medbestämmande, ensemblens funktion och medverkan på konserter har också framkommit. Avslutningsvis diskuteras, i förhållande till tidigare presenterad litteratur och forskning inom området, betydelsen av det sociala umgänget, musikaliska upplevelsen, medbestämmandet och tidsbristen. / The purpose of this study is to find out what motivational factors pupils in different ensembles at the cultural school experience and if there is any difference between the focus groups. The background chapter illustrates literature and previous research in the area of ​​motivation, instrumental playing and group psychology. The work's scientific and knowledge theoretical principles are interpretativism and constructionism. The theoretical perspective of the study is phenomenology with a focus on the life-world perspective. The study's research method includes semi-structured interviews with four different focus groups from four different ensembles at the culture school. The material was analyzed based on the thematic analysis method. In the analysis of the result, two overarching themes, social and musical factors, have emerged. The social factors affect students' experience of being with friends in the ensemble, meeting people of different ages, having a good relationship with their teachers and having their own responsibility in the ensemble. It also emerged that playing music together, developing on their instrument, learning from each other and participating in concert contexts were motivating factors for playing in an ensemble. A number of non-motivational factors also emerged including lack of time, too difficult or easy tunes, different opinions in the ensemble and that friends quit the ensemble. Differences regarding the view of co-deciding the function of the ensemble and participation in concerts have also emerged. Finally, the results are discussed in relation to previously presented literature and research in the field. The significance of social interaction, musical experience, co-determination and lack of time was discussed in the concluding chapter.

Syftet med föreliggande studie är att undersöka lärares arbete med rekrytering av bleckblåselever på svenska musik- och kulturskolor. Studien behandlar verksamma bleckblåslärares skildringar av strategier som används för att rekrytera elever och vilka utmaningar som de intervjuade bleckblåslärarna beskriver gällande rekryteringrelaterat arbete. Metoden som använts är fokusgruppsamtal där totalt nio lärare intervjuades i grupper à tre. Bearbetning och analys av det insamlade datamaterialet genomfördes med utgångspunkt i det sociokulturella perspektivet. Resultatet synliggör strategier som handlar om att bjuda in barn och föräldrar till musik- och kulturskolan för att prova instrument, vilket också beskrivs som en form av marknadsföring. Samtliga fokusgrupper beskriver också social gemenskap i form av förberedande bleckblåsgrupper, till vilka barn rekryteras för att senare rekryteras vidare till musik- och kulturskolans instrumentalundervisning. Samtidigt beskrivs utmaningar gällande inkludering av föräldrar i musik- och kulturskolans verksamhet. Avslutningsvis diskuteras musik- och kulturskolans marknadsföring och föräldrars förståelse för verksamheten i relation till det sociokulturella perspektivet. / The purpose of the present study is to examine the teachers’ work on recruitment of brass students at Swedish music and cultural schools. The study processes active brass teachers’ depictions of strategies used to recruit students as well as what challenges the interviewed brass teachers describe about recruitment-related work. The method used in the present study is focus group interviews where a total of nine teachers were interviewed in groups of three. Processing and analysis of the collected data material was carried out on the basis of the sociocultural perspective. The result highlights strategies that involve inviting children and parents to the music- and cultural school to try out instruments are described, which is also described as a form of marketing. All focus groups also describe social community of preparatory brass groups, to which children are recruited and later recruited to the instrumental teaching of the music- and cultural school. At the same time, challenges regarding the inclusion of parents in music and cultural school activities are described. Finally, the marketing and parents’ understanding of the activities in relation to the sociocultural perspective.