Sökning: "critical pedagogy"

Visar resultat 21 - 25 av 215 avhandlingar innehållade orden critical pedagogy.

  1. 21. Kritiskt tänkande som utbildningsmål : Från modernistisk filosofi till policy för högre utbildning

    Författare :Leo Berglund; Eva Forsberg; Sverker Lundin; Joakim Landahl; Uppsala universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; critical thinking; higher education; pedagogical paradox; contradictions; Boltanski; Pedagogik; Education;

    Sammanfattning : The goal of critical thinking in higher education is paradoxical, since it implies a form of education that both directs the student towards a pre-defined goal, and commands the student to be autonomous. This paradox is studied in four contexts, as to investigate what pedagogical contradictions the goal of critical thinking generates, and how they transform pedagogical thinking. LÄS MER

  3. 22. Kritisk sakprosaläsning i gymnasieskolan. Didaktiska perspektiv på läroböcker, lärare och nationella prov

    Författare :Anita Norlund; Göteborgs universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; critical reading; non-fiction; upper secondary school; parity; Swedish; horizontal discourse; vertical discourse; textbook; teacher; national test;

    Sammanfattning : Critical reading of non-fiction is an essential activity in a range of contexts. Such activities were accentuated in the curricular reform of 1994. At that time, upper secondary education in Sweden was reorganized in order to prepare pupils in both academically and vocationally oriented education for further studies. LÄS MER

  4. 23. Mentalitet, pedagogik, historiskt minne : Om utbildningens samtida villkor och processer

    Författare :Maude Morssy Berglund; Christina Segerholm; Ingrid Nilsson; Ulf P. Lundgren; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; education; mentality; inherent pedagogy; historical memory; mass media; history; hermeneutics; text analysis; discourse analysis; pedagogik; Education;

    Sammanfattning : This thesis attempts to highlight the contemporary conditions and processes of education in order to define what kind of education dominates the 21st century School. What mentality and pedagogy are governing the design of the 21st century School? How can the historical perspective help to explain the conditions and processes in contemporary education? This thesis studies these questions by analyzing and interpreting active educational discourses from the beginning of the 21st century. LÄS MER

  5. 24. Lärarstudenten som subjekt och objekt : kritiskt tänkande och disciplinering i lärarutbildning

    Författare :Peter Emsheimer; Mikael Alexandersson; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; control; critical thinking; discipline; educational policy; emancipatory education; hermeneutics; reproduction; supervision; teacher education; tutoring; Education; Pedagogik;

    Sammanfattning : The dissertation poses the problem of control in teacher training. Control is defined as a process in which someone wants someone else to adapt to a specific model of knowledge, to thought patterns, social relationships, and obedience. LÄS MER

  7. 25. Talet om learner autonomy : språkinlärning, autonomi och ett demokratiskt medborgarskap - ett gränsland till moralfilosofi

    Författare :Inga Rebenius; Carsten Ljunggren; Ulrika Tornberg; Viljo Kohonen; Örebro universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; learner autonomy; autonomy; democratic citizenship; critical pragmatism; curriculum theory; text analysis; narrative analysis; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Social sciences; Socialvetenskap; Education; Pedagogik; Pedagogik; Education;

    Sammanfattning : The overall aim of this thesis is to clarify a number of meanings embedded in the discourse that frames the concept of learner autonomy and then place special emphasis on the concepts of autonomy and citizenship. In addition the thesis has three subgoals: to revitalize an early political dimension that aims at democratic citizenship, to investigate how the discourse of learner autonomy is expressed in national curricula and in syllabuses in English and French/German/Spanish for the Swedish upper secondary school and to clarify and discuss a number of possible didactic consequences of a revitalized concept of learner autonomy. LÄS MER