Syftet med denna studie var att sammanställa aktuell och relevant forskning inom ensembleundervisning på grundskola och gymnasium. Vidare så ämnade studien att genom detta identifiera den i den sammanställda forskningen mest framträdande lärandeteorin. För att uppnå syftet enligt ovan, formulerades följande frågeställningar: Hur framställs ensembleundervisning på grundskola och gymnasium i svensk, musikpedagogisk forskning? Vilka epistemologiska perspektiv blir synliga i svensk, musikpedagogisk forskning om ensembleundervisning i grundskola och gymnasium i Sverige? Frågeställningarna besvarades genom att genomföra en systematisk litteraturstudie, där forskning valdes ut och sammanställdes efter tydliga kriterier för att sedan tolkas med hjälp av en hermeneutisk analysmetod. Samtliga av de inkluderade forskningsstudierna visade på ett eller annat sätt att den svenska ensembleundervisningens natur främst grundar sig i musiklärarnas erfarenheter av att arbeta som musiker, samt att ensembleundervisningen medvetet eller omedvetet utformas för att förbereda eleven för musikerns roll, uppgift och arbete i samhället. En sådan utformning av undervisningen visar sig såväl gynna som missgynna elever på ett betydande sätt. När ovan beskrivna musikerkontext som grund för undervisningen sattes i relation till tidigare forskning, läroplansteori och kunskapsteori, synliggjordes epistemologiska perspektiv på ensembleundervisningen i form av en teknisk-instrumentell kunskapssyn, social effektivitet, techne samt pragmatism.

AbstractDue to widening participation in higher education, so-called språkverkstäder (academic writing centers) have been founded and are now present at most of the larger Swedish universities. The main activity at writing centers are individual tutorials in academic writing, reading and study skills. At most of the writing centers, tutors also give lectures and workshops in general academics, sometimes in cooperation with the university teachers at the departments. The aim of this study is to broaden the knowledge about a group of tutors who work with students in study difficulties in extended tutorials. Research questions are asked about what jurisdiction the tutors have over the professional work with the students, both in the individual tutorials and in other work tasks at the writing centers. Through interviews with eight tutors, data were collected and analyzed using qualitative content analysis. Based on the theoretical approach of critical pragmatism, democratic goals like inclusion of all, are associated with the tutors’ descriptions of what in this study is regarded as a special educational work at the academic writing centers. As an analytical and interpretive frame categorial and relational perspectives together with Abbott’s theory about jurisdictional control over expert labor are used. The result shows that the tutors’ claim over their professional work with students in study difficulties vary. The jurisdictional claim depends upon the tutors’ educational background, on how the area of work and knowledge are defined and on how it is described, understood and negotiated by other professionals at the university. In the struggle about who should do what to whom the students in study difficulties are at risk to becoming invisible. Further, the jurisdiction depends upon how the tutors perceives their democratic mission within the reality of widening participation. Overall, the result shows a weak jurisdiction for the tutors at the academic writing center regarding their work with students in study difficulties. The study draws the conclusions that work with students in study difficulties needs more attention at writing centers, and that tutors need more knowledge about teaching a diverse student body with different learning realities. In this context, special educational expertise and special educational perspectives can be of use for the development of both writing center practice and theory. Futhermore, a professionalization of the writing tutor work is crucial for writing centers in order to contribute to the inclusion work in higher education and truly become a writing center for all. Finally, the question of support for students in study difficulties needs to be regarded as a matter for all professions in higher education.

In the first chapter we will have a look at the transformation and evolution of a photo-camera which on its way to become a medium ofcommunication came a long way from cumbersome glass-plate machinery to the current ubiquitous day-to-day personal digital companion. In the second chapter we will explore the effects of digitisation on the theoretical notion of photography and its position in the present context. Next we will touch on the movement of pragmatism (primarily those versions ofCharles Sanders Peirce and William James) that will allow us to regard our matter as a more holistic interactive problem than dissected pieces of a puzzle; and we will also recapitulate parts of Peirce's theory of signs that are relevant to our cause. The fourth chapter is about the ability of symbolic reasoning - a feature so unique in the world that it is only found in humans and whose principles are very close to the thought-sign system that Peirce devised. In the fifth and last chapter we will see how all that connects to the photographs themselves when they are used in the current digital intention-laden semiotic manner. I

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This project addresses problems of political disengagement, social exclusion, multi-generational poverty, and social injustice in communities left behind by an incomplete democracy, now in acute crisis. Using jazz improvisation as a metaphor for Dewey’s ideals for a thriving and creative American democracy, this normative critical theory and pedagogy is part of a multi-pronged approach to radical democratic reform. Building on theories of humanistic prophetic pragmatism, critical pedagogy, and democratic theory, and suffused with critical race feminism, this critical approach begins with individual transformation, critical consciousness, and agency of marginalized citizens, through critical improvisational pedagogy. The approach seeks to prepare more diverse voices for active democratic deliberation and effective participation in democratic public spaces of input, negotiation, and challenge for the issues that affect marginalized people. The project creates an architecture, a basic template, and an operationalization strategy for the development of centers of critical improvisational pedagogy for the transmission of critical knowledge, mentoring, community support, and apprenticeships through culturally appropriate arts and cultural programming in accessible local community sites. Key Words: critical improvisational pedagogy, prophetic pragmatism, critical feminist theory, radical democratic reform, jazz imaginary, critical consciousness / Political Science

Maria Tymoczko (2005) highlights four research trajectories that are likely to be at the forefront of translation studies in coming decades: the attempt to define translation, the internationalization of translation, the impact of technology and globalization on translation theory, and the contextualization of translation studies relative to other areas of academic inquiry. The goal of this thesis is to contribute to the first research trajectory. I hope to enrich current developments in translation studies by offering a new way of conceptualizing translation based upon pragmatist philosophy and its particular approach to language and epistemology. Specifically I build upon certain passages from the works of the contemporary neopragmatist philosopher Richard Rorty (1979; 1989; 1998; 1999) in order to develop a neopragmatist understanding of translation. I demonstrate the cross-disciplinary applicability of a neopragmatist understanding of translation, focusing in particular on visual art, popular science, and political history. I also demonstrate how the neopragmatist framework can be of use in constructing a theory of intersemiotic translation, by means of three case studies of translation between different media. The approach I develop offers a robust philosophical grounding for expanding our conceptualization of translation. Such an approach is motivated by recent research in translation studies highlighting the need for an expanded definition of translation in light of the following issues: traditional definitions of translation tend to be based upon Western views, thus neglecting the diverse international conceptions of translation and contributing to the cultural hegemony of the West; the term “translation” is used in more contexts than traditional definitions would predict; translation is not simply an operation between texts, but can also occur across semiotic systems; translation is not a method of relaying messages across languages through the mediation of a neutral translator, but is instead a complex interface in which a network of cultural, political, socio-historical, communicative, creative, and interpretative factors are intertwined. A neopragmatist framework is useful for building an understanding of translation that responds to the above issues, helping scholars to refine an adequately descriptive and generalized theory of translation.

The chapter “Regulations of a King” 王制 illustrates a new pragmatic form of governance through morality around five issues. First, the chapter practically discusses three modes of statecraft, detailing which mode of statecraft is most effective and why. Next, it discusses the importance of the existence of law fa 法. Third, it transforms the concept of ritual as a tool of governance and an extension of law. Fourth, it describes rewards and punishments as political tools to reinforce an educational and transformational program for moral quality. Finally, it discusses perhaps the most unique tool of governance, definitive judgment lei 類. Through the examination of these five issues in “Regulations of a King”, I intend to show that the chapter “Regulations of a King” illustrates a new pragmatic form of governance through morality by displaying a more practical style of rhetoric and political tools for effective administering of a state.

Syftet med vårt examensarbete har varit att undersöka hur fritidspedagoger och fritidslärare använder IT-verktyg på fritidshemmet och vad fritidspedagoger och fritidslärare har för uppfattning om användandet av datorer och surfplattor på fritidshem. Teorierna vi valde att utgå från grundar sig på ett pragmatiskt och ett sociokulturellt perspektiv. I vår metod valde vi att använda oss av intervjuer och vi intervjuade åtta fritidspedagoger/fritidslärare. Metoden utgick från öppna frågor. Resultatet vi kom fram till tyder på att användandet av IT-verktyg ser olika ut från skola till skola, men oftast används de till att hitta roligt pyssel och olika mönster att färglägga eller olika mönster till pärlbrickor. På den ena skolan användes IT-verktygen mest till den administrativa delen, som att hålla koll på lovlappar och barnens tider på fritidshemmet. På den andra skolan användes de enbart tillsammans med barnen som bland annat fick vara delaktiga i att sköta en fritidsblogg. Vårt resultat visar även att majoriteten av de intervjuade fritidspedagogerna/fritidslärarna ser användandet av datorer och surfplattor som något positivt. Samtidigt anser de att de har bristande kunskaper och erfarenheter samt för lite tid till att planera användandet av IT tillsammans med barnen på ett pedagogiskt sätt. Fritidspedagogerna och fritidslärarna anser även att de är väldigt begränsade på grund av de stora barngrupperna som gör det svårt att göra aktiviteter där alla barn får testa IT-verktyg.

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