FARGEKARAKTERISERING OG FARGEPREFERANSE II. LITT OM PREFERANSE FOR FARGAR HOS OSLO‐BARN I ALDEREN 10—13 ÅR

This study explores the memories of starting school that remain in a person's mind throughout the decades. The data were collected from elderly/retired people in Finland. The participants were recruited through two magazines and were asked to write a story on their memories about starting school. Eight stories about starting school in 1937–1957 were received and were analyzed using discourse analysis. The results showed that memories about starting school included memories of leaving home and saying goodbye, signs of the schoolchild, feelings of uncertainty in new situations and realizing differences. The Second World War also had an impact on the memories. The results indicated that both positive and negative memories related to starting school remained after decades.     

The Female Vikings,a Women's Fan Group in Denmark: Formation and Development in the Context of Football and Fan Histories

Traditionally, football and fandom have been male domains and celebrations of masculinity. So far there has been some sociological and historical research on women's football; however, little is known about women's fandom, in particular about its formation and development. This article focuses on the historical development of a Danish women-only fan group called ‘The Female Vikings’, which support a professional football club, Lyngby Boldklub (BK), in a city north of Copenhagen. The article explores the backgrounds and motivations of female fans, as well as their ways of staging femininity in a man's world. Drawing on available information about football and fans in Denmark, we have reconstructed the developments of both Lyngby BK and its supporters. Special focus was placed on the histories and cultures as well as the experiences of female fans in this club. Insights into the foundation of the women's fan group were provided by problem-centred interviews which also contained open questions. The foundation and activities of the Female Vikings show how women can perform gender in the fan's stands and how they play a significant role in the fan movement. The interviews also reveal the loyalty of the female fans during the club's ‘crisis’ and their ‘collective memories’.     

Kurt lewin at the tavistock institute

Notions of action research and of integrating object relations and field psychologies have exerted a steady influence on both the initial formation of The Tavistock Institute in London and on the subsequent 60 years of its professional identity and approach to work. These notions can be tied directly to early scientific contact with Kurt Lewin, and indirectly through the Lewinian philosophy that staff incorporated into an overall ‘house style’. From 1990, however, changes in the Institute's funding environment undermined this historical source of integrity. Recent developments to reclaim and update the roots of Kurt Lewin at The Tavistock Institute.     

Narratives as a tool when working for equality in action research: a description and discussion of the researcher’s experiences from a school development project in Norway

Action research as a form of professional development encourages teachers to participate in cycles of planning, acting, observing and reflecting, thereby creating possibilities for change and transformation. Equally important are the transformations and professional growth experienced by the facilitator in an action research context. In recent literature, the epistemological and methodological foundations of action research have come under scrutiny. Part of this debate emerges from the experience of those who actually attempt to facilitate action research with groups of teachers. In this paper I critically examine my participation (as a university‐based facilitator and researcher) in an action research group in science, technology and society (STS) education to illustrate: (a) how a second‐order inquiry enhanced my understanding of the nature of action research, while (b) simultaneously allowing me to explore and develop strategies for facilitating the process.     

How the dialectical imperative shapes network news content: The case of CNN vs. the entertainment networks

This essay compares an all news network's (the Cable News Network) response to a news story's dialectical imperative with that of the entertainment networks (ABC, CBS, and NBC). Using the 1988 nominating convention coverage as subject matter, the author applies narrative principles to interpret a content analysis of those telecasts. The results indicate significant distinctions in narrative structure as the entertainment networks aired a “talent‐based” production whereas CNN produced an “event‐based” interpretation of the two conventions.     

打开隐秘的“抽屉”——以林白和东西为例看“60年代作家群”的创作特征

东西与林白的作品代表了在经历长时间民族国家文学之后,出现在中国文坛上的“60年代出生作家群”秉持着“私人叙事”的创作特征,在他们远离意识形态的同时又无法抛却个人对历史的记忆。文学在他们手里的坚韧,也展示了文学的现在与未来。     

“I think at first glance people would not expect me to be interested in science”: Exploring the racialized science experiences of high school students of color

The underrepresentation of high school students of color in advanced science courses and the need to increase racial diversity in science fields is well documented. The persistence of racial disparities in science suggests that factors influencing participation include and extend beyond those currently being explored. This study explores how high school students of color make sense of racialized narratives about who does and can do science in circulation in society and their lives, and how this shapes their positioning and identity construction in science. Using interviews and surveys this study examines youths' accounts of their racialized science experiences, including how they envision scientists, make sense of racial disparities in the science community, and navigate their positioning in science. In addition, this study examines how youths' sense of their science ability, as a salient aspect of science identity, shapes the forms of navigation accessible to them, and thus, the futures they imagine in science. By sharing the complexity of students' sense making and the tensions they express as they negotiate their personal goals, science experiences, and messages they receive from racialized narratives, findings highlight the disproportionate work youth of color in this study do, as well as their resilience to navigate racialized narratives in science. This research sheds light on the experiences of high school students of color at a time in their schooling when they are making decisions about who they can become and the possible futures available to them. Implications from this study promote centering race within a critical, sociocultural, and ecological context when exploring identity construction for youth of color in science. Furthermore, findings underscore the need to create learning experiences that provide opportunities for youth of color to author narratives for their own possibilities of belonging and becoming in science in order to support inclusive pathways.     

We know off-rolling happens. Why are we still doing nothing?

Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as ‘beyond repugnant’ (TES, 2017), ‘off-rolling’ is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These perspectives will be evaluated alongside current national data and media perspectives, integrated with the outcomes of narrative accounts from practitioners in schools across England in 2018. The study concludes by commenting on the impact of performance-driven school cultures on limiting the choices parents and pupils are able to make when confronted by the prospect of exclusion from education. The longer-term social dangers presented by labelling a cohort of young people as marginal to education and society are considered, as is the fitness for purpose of the current education system in the meeting of pupil needs.     

从利奥塔的三部著作看其后现代思想的连续性

后现代主义进入哲学领域的标志是利奥塔于后期发表的《后现代状况：关于知识的报告》,我国的学者对利奥塔的研究也大多集中于该著作。但是,利奥塔的后现代思想并不仅仅局限于这一本书,实际上,他的后现代思想在其前期的作品中已经有所阐述。本文选取利奥塔20世纪70年代的早、中、后期的三部代表作品《话语、图像》、《力比多经济学》和《后现代状况：关于知识的报告》作为研究对象,探讨利奥塔后现代思想的连续性。     

Preservice Teachers' Stories Of Mathematics Classrooms: Explorations Of Practice Through Fictional Accounts

This report describes four preservice secondary teachers' fictional accounts about mathematics classrooms. The narrative structures and meanings of the preservice teachers' stories, written while the preservice teachers were enrolled in a secondary methods course, were examined with the goal of gaining insight into the preservice teachers' emerging identities as mathematics teachers. Although past research has examined experienced teachers' stories, little research, if any, has focused on stories written by preservice mathematics teachers or on intentionally fictional stories about mathematics classrooms. This report uses methods of narrative analysis to develop understandings about preservice teachers' storied identities and specifies areas for further investigation into the role of narrative in mathematics teacher education.