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Education Inquiry Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields. Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from pre-school education to higher education, and research on formal and informal settings. Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics. Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome. Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts. Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process. Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at http://www.use.umu.se/ forskning/publikationer/lof/ Editors Professor Nafsika Alexiadou, Umeå University, Sweden Associate Professor Linda Rönnberg, Umeå University, Sweden The editorial board Professor Marie Brennan, Victoria University, Australia Professor Bernard Cornu, Directeur de la Formation – CNED, Directeur de CNED-EIFAD, France Professor Per-Olof Erixon, Umeå University Professor David Hamilton, Umeå University, Sweden Professor Brian Hudson Professor Gloria Ladson-Billings, University of Wisconsin-Madison, USA Professor Martin Lawn, University of Edinburgh, UK Assistant Professor Eva Lindgren, Umeå University, Sweden Professor Lisbeth Lundahl, Umeå University, Sweden Professor Kirk Sullivan, Umeå University, Sweden Associate Professor Manya Sundström, Umeå University, Sweden Professor Gaby Weiner, University of Edinburgh, UK Professor Pavel Zgaga, University of Ljubliana, Slovenia Language Editor Murray Bales, Ljubljana, Slovenia Guidelines for Submitting Articles See Education Inquiry’s homepage: http://www.use.umu.se/english/research/educationinquiry Send Manuscripts to: EducationInquiry.Editor@adm.umu.se ©2012 The Authors. ISSN online 2000-4508
Editorial EDU. INQ. Nafsika Alexiadou & Linda Rönnberg, Editors Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. In the Open section, articles are sent in by authors as part of regular journal submissions and published after a blind review process. In the Thematic section, articles may reflect the theme of a conference or workshop and are published after a blind review process. The Invited section feature articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and they are also published after a review process. This issue of Education Inquiry contains a Thematic and an Open section. Thematic section The thematic section in this issue concerns Swedish mother-tongue education. Åsa af Geijerstam initially offers some introductory remarks in “Curriculum studies of mother-tongue education in Sweden. Introductory remarks”. Then, Caroline Liberg, Jenny W Folkeryd, and Åsa af Geijerstam analyse the current and previous curricula of Swedish and Swedish as a second language in their article “Swedish – an updated school subject”, arguing that the old traditions strongly influence the most recent curriculum from 2011. The traditions tend to focus on the formal aspects of language, especially in the early years, and socio-political perspectives of literacy learning and mother-tongue education are invisible in the early years of schooling. The authors also argue that we need an extended view of what can be included in mother-tongue education and how this may be captured with a more delicate meta-language to talk about these issues from a research perspective. In “‘Beating about the bush’ on the how and why in elementary school science”, Britt Jakobson and Monica Axelsson examine teacher instruction on scientific literacy tasks and teacher expression of ultimate and subordinate purposes during one teaching sequence of a science unit. They use a Practical Epistemology Analysis and Systemic Functional Grammar and transcribed audio recordings of teacher instruction, students’ pair work and written texts. In conclusion, students are mainly involved in hands-on activities and aspects of scientific literacy are not so emphasised. The dominant focus is on “doing”, and the authors argue that this is creating uncertainty and that the learning direction is not always in line with what the teacher intended. Next, in “The art of listening in an educational perspective. Listening reception in the mother tongue”, Kent Adelmann aims to provide further insights on listening reception as one of the four language arts in Swedish as a school subject. A Swedish example is contrasted with mainstream listening research in the USA. The results indicate that listening research in the USA is indeed influential, but an alternative 465
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