The will to (de)liberate: shaping governable citizens through cognitive behavioural programmes in school

Lately, a deliberative conception of democracy has gained influence in policy debates throughout Europe. Individuals are here seen to be fostered into responsible, mature – democratic – citizens by being involved in dialogue. In the 1990s, calls for ‘democratic education’ intensified in Sweden. This article analyses two pedagogical models influenced by programmes developed in the USA that have recently had a great impact in Swedish schools and elsewhere, Social and Emotional Training and Aggression Replacement Training, both teaching pupils the ‘art of democratic deliberation’. By analysing manuals and interviews with school staff, we find that both models are based on the idea that through constant dialogue, pupils develop a ‘democratic mentality’. Referring to Foucault, this kind of dialogue can be seen as a technology of confession, where pupils are encouraged to reflect upon themselves and their behaviour, abilities and qualities as a way to change themselves and become democratic subjects.     

Forthcoming events

Quantitative analysis of sports performance has been shown to produce information that coaches can use within the coaching process to enhance performance. Traditional methods for quantifying sport performances are limited in their capacity to describe the complex interactions of events that occur within a performance over time. In this paper, we outline a new approach to the analysis of time-based event records and real-time behaviour records on sport performance known as T-pattern detection. The relevant elements of the T-pattern detection process are explained and exemplar data from the analysis of 13 soccer matches are presented to highlight the potential of this form of analysis. The results from soccer suggest that it is possible to identify new profiles for both individuals and teams based on the analysis of temporal behavioural patterns detected within the performances.     

Reading and education for students of immigrant origin in some Swedish municipalities

Researchers from Mid Sweden University and Kalmar University organised surveys on reading skills in Swedish municipalities. This paper will focus on the surveys made in four municipalities between 2002 and 2007. All students in grade 8 in these four municipalities participated in the surveys--in total 16,287 students. These surveys included a reading test for the students and information about the students collected from the teachers, including participation in instruction in Swedish as a second language and in their mother tongues. Students of immigrant origin in Sweden are offered the possibility to participate in instruction in Swedish as a second language and in instruction in the student＇s mother tongue. No obvious trends over time in the participation in Swedish as a second language and mother tongue instruction were found in the four municipalities on the tests we gave, in spite of national trends. There was no difference in results on the reading tests in Swedish between those students who participated in mother tongue instruction and those who did not, but there was a difference in test results between those who participated in Swedish as a second language and those who did not. Those who did not participate （in Swedish as a second language instruction） did, on average, score higher on the test. When different language groups are compared, it can be noted that a majority in all groups of immigrant students neither participate in Swedish as a second language nor in mother tongue instruction. However, there are important differences between boys and girls and between language groups. Girls seemed to be more willing than boys to participate in voluntary mother tongue instruction, while boys more often than girls had to participate in compulsory lessons in Swedish as a second language.     

Pupils in upper secondary school sports: choices based on what?

In the fields of both education and sport, the possession of capital and habitus influences an individual’s lifestyles and choices, which in turn affects the social selection within these fields. In this article, we will study the Swedish system of school sports as an overlap between the fields of education and sport, and thus viewed as a double dominated field. From a cultural sociological perspective, the purpose of this article is to analyse and explain how the organisational conditions and pupils’ social characteristics interact with upper secondary pupils’ choices of different school sports programmes in Sweden. Based on registry data on secondary school sports pupils, the results show that the supply of school sports requires specific forms of social dispositions that have an impact on which categories of pupils choose to participate. Among the students participating in school sports, there is a higher proportion of pupils who: are of Swedish origin (p?p?p?p?相似文献   

Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016

Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.

Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.

Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.

Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.

Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.     

Wolf cries: on power,emotions and critical literacy in first-language teaching in Sweden

Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light.     

影响顾客行为的满意度

今天,在企业经营中,顾客满意度已成为一个十分敏感的话题.从企业角度来看,顾客满意与否,同顾客各种各样的行为相关联,一个顾客满意,该顾客的忠诚度得以提高,同时该顾客可能向其他顾客推荐企业的产品或服务. 分析研究表明,顾客满意度的变化幅度不大.顾客满意度更趋向于极端,要么十分满意,要么非常不满意.     

Bottom-up versus top-down policies towards the commercialization of university intellectual property

What national policies are most efficient in promoting the commercialization of university-generated knowledge? We address this question by characterizing and evaluating the policy pursued in Sweden and the US, two countries that put a great deal of resources into university R&D, but follow very different models for commercialization. Despite a leading academic record, there is an impression of laggard rates of commercialization of academic research results in Sweden. Although there exist no micro data to evaluate this impression, we argue that it is likely to be true in part due to the top-down nature of Swedish policies aimed at commercializing these innovations as well as an academic environment that discourages academics from actively participating in the commercialization of their ideas. This sits in stark contrast to a US institutional setting characterized by competition between universities for research funds and research personnel, which in turn has led to significant academic freedoms to interact with industry, including significant involvement in new firms.