Global ETD Search

31	Fruars makt och omakt : kön, klass och kulturarv 1900-1940 / Lundström, Catarina, January 2005 (has links) Diss. Umeå : Umeå universitetet, 2005. / Recension: RIG, 2006:3, s. 161-163.
32	Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid / History teaching in the age of performativity : Swedish upper primary school teachers’ experiences of a new curriculum Persson, Anders January 2017 (has links) Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past. History History teacher History didactics Existential philosophy Primary school Lived experience Martin Heidegger Hanna Arendt Curriculum change Performativity Historia Lärare Historiedidaktik Existensfilosofi Existentialisation Mellanstadiet Årskurs 4-6 Läroplan Skolreform Lgr 11 Gert Biesta Jonas Aspelin Educational Sciences Utbildningsvetenskap History Historia
33	Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid / History teaching in the age of performativity : Swedish upper primary school teachers’ experiences of a new curriculum Persson, Anders January 2017 (has links) Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past. History History teacher History didactics Existential philosophy Primary school Lived experience Martin Heidegger Hanna Arendt Curriculum change Performativity Historia Lärare Historiedidaktik Existensfilosofi Existentialisation Mellanstadiet Årskurs 4-6 Läroplan Skolreform Lgr 11 Gert Biesta Jonas Aspelin Educational Sciences Utbildningsvetenskap History Historia
34	Tom L. Johnson's Tax School: The Fight for Democracy and Control of Cleveland's Tax Machinery Whitehair, Andrew L. 04 June 2020 (has links) No description available. History American History Tom L Johnson Tax School Cleveland History Progressive Era Taxation Wealth Inequality Twentieth Century Politics Business Elites Cuyahoga County History Ohio History Mark Hanna Charles Dick Republican Party Gilded Age
35	PIECES : A sense of the past in a furniture for the future Toijanen, Annika January 2023 (has links) In pieces I wanted to create a design solution inspired by traditional wooden furnitures. Furnitures, like the kitchen sofa with built in storage and a place to sleep or the lockable free-standing linen cabinet that held hand crafted treasures safe and clean inside. Furnitures that are large in size and can be hard to fit into smaller homes today but that holds a huge sentimental value to the owner and are often handed down through generations as heirlooms. So what if I could weave in a piece of my own family history into a design solution that can fit in smaller living spaces while still be an attractive choice for larger ones? Pieces resulted in two wooden cabinets that tell part of my family history through the repetitative, organic shapes that I have implemented into them. They are a tribute to my grandmother Aino and her three year younger sister Hanna and my way of symbolically reclaiming their right to the land, forests and lakes around their childhood home that the two sisters didn´t get to share with their siblings in the inheritance after my great grandparents. The methods I have used in my research are surveys, workshops, in-depth interviews and my own observations. Major design decisions have been based on the input from my research process with the goal to display two full scale cabinets at Konstfack's spring exhibition in May 2023. Design Design
36	Richard Rolle, Emendatio vitae: Amendinge of Lyf, a Middle English translation, edited from Dublin, Trinity College, MS 432 Kempster, John Hugh January 2007 (has links) Emendatio vitae was the most widely copied of all Richard Rolle’s writings in fourteenth and fifteenth-century England, and yet in modern scholarship this important work and its early audience have received comparatively little scholarly attention. My aim has been to address this lacuna by producing an edition of one of the seven Middle English translations of the text - Amendinge of Lyf - with notes and glossary. In an introductory study I adopt a dual focus: Rolle’s intended audience, and the actual early readers of this particular Middle English translation. Firstly, I conclude that Rolle may have intended Emendatio vitae as a work of ‘pastoralia’, for secular priests, and therefore with a wider audience of the laity also in mind. This being the case, it demonstrates that the adaptation of traditionally eremitic contemplative writings for a general audience, so widespread in the fifteenth-century, was already stirring in Rolle’s day. Secondly, I look in detail at a specific crosssection of Rolle’s early readership: a translator, several scribes and correctors, and other early readers and owners. The striking thing about this segment of the text’s reception is its breadth, including a priest, a number of prominent lay women and men, and by the end of the fifteenth-century also Dominican and Benedictine nuns. Richard Rolle Emendatio vitae Amendinge of Lyf Mending of Life Hermit Hampole Contemplative Contemplation Mystic Mysticism Middle English Mystics Fourteenth-century England Fifteenth-century England Contemplative Spirituality Vernacular Theology Monasticism Lay Literacy Nicholas Watson Ralph Hanna Hope Emily Allen Rudiger Spahl Alexandra Barratt Medieval Translator Translation Scribe Copyist Editor Edition Middle English Edition Middle English Translation Dominican Benedictine Pastoralia Parnell Wrottesly Nuns Nunnery Monks Monastry Linguistic Atlas Linguistic Profile Paleography Eremitic Glossary

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