Monographs on teacher.. 9808 v5 - Umeå universitet

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LISBETH LUNDAHLTOM POPKEWITZIntroductionSince 1993, a Swedish governmental grant made possible a collaborativearrangement between Umeå University and The University of Wisconsin-Madison.The arrangement was to provide scholarly exchangesbetween the two faculty and graduate students. One aspect of theexchange was to have faculty visit the campus of the other institutionand give seminars related to their ongoing students. Almost thirty facultyfrom the two universities have given such seminars at the otherinstitutions campus and spent at least a week to work with faculty andgraduate students. The exchange has also involved joint symposia at theAmerican Educational Research Association´s annual meetings andparticipation in the Thematic Network on Teacher Education in Europe(TNTEE).In 1996-97, the collaborative agreement extended its intellectualinterchange to a seminar for graduate students of the two institutions.Two seminars were organized to bring together graduate students fromeach of the institutions. One was held in Umeå in December, 1996 andthe second one in Madison during April, 1997. The two of us wereresponsible for coordinating the meetings.The purpose of the two seminars was simple. It was to put studentsin a responsible intellectual position in which they would have toarticulate the ideas of their research, to make the theoretical positionsavailable and understandable, and to maintain a high level of conceptualand methodological discussion. Our purpose was also to engage in across national conversation to examine our collective norms of educatingand reading to consider similarities and differences.The graduate students prepared papers that represented their ongoingresearch projects. The papers would be written in a manner that wouldallow serious discussion of the ideas and approaches taken in their dissertationprogram. But the seminar papers were to reflect a differentkind of writing than that of writing a paper for a class. Students weretold that the intent was to prepare a paper that would be eventually7
publishable. The writing needed to be analytically clear but at the sametime, theoretically informed. Further, the paper was to be viewed as oneintellectual signative, identifying the problematic from which the studentunderstood the problems of the world of scholarship. In back of allof this, we wanted to make the stakes of the seminar as similar to the stakesthat are confronted when writing and engaging in intellectual life.The seminar was to provide a forum in which the graduate studentsresearch could be engaged in a small, intellectual circle of peers wherethere was the possibility of an intense discussion about ideas. For thefirst seminar in Umeå, five papers were prepared from each of the twoinstitutions that related to the graduate students dissertations. The paperswere written in English and distributed prior to the seminar.The seminar was scheduled for two and half days, with a relativelysimple organization. Rather than start with a paper presentation, twostudents were asked to prepare comments and questions about the paper.These comments began the discussion, followed by the paper writersresponse, and then a general discussion of the problem, methods, resultsand, in some instances, the problematic. The second seminar in Madisonhad the same format. In most instances, the students revised theirfirst papers in ways that were substantive and furthered the dialogueinitiated in the first,Umeå seminar.We saw the seminar, from its preparation to the current publicationof the papers, as a potentially important part of intellectual educationof students interested in the scholarship of education and social science.It is rare that graduate students have the resources available to them toparticipate in a small research seminar such as the one that was held.Further, it is even rarer that such a seminar can be cross-national incharacter. We can immediately compare this seminar to the professionalmeeting that most of us go to in order to talk about our research. TheAmerican Educational Research Association´s annual meeting or theEuropean Educational Research Association meetings come to mind.Typically, papers are presented, sometimes with a reactor to frame thepositive and negative of the paper, but with little serious discussionbecause of the time schedule. One advantage of such meeting for facultyis its invisible colleges, informal meetings with colleagues from otherinstitutions to talk about ongoing work and to (re)establish contacts.8
Page 8: For most graduate students, they do
Page 12: DAWNENE D HAMMERBERGDisrupted Assum
Page 15 and 16: people. For example, Myers (1996) e
Page 17: was seen as exactly the same thing
Page 20 and 21: have come into being because of the
Page 22: indicative of the accepted power st
Page 25 and 26: War. These variations in the values
Page 27 and 28: now, completely equipped with the i
Page 29 and 30: e a growth in informational service
Page 31 and 32: One tends to think of text from wit
Page 33 and 34: guess and struggle and try various
Page 35 and 36: Notes1. As a method of reading hist
Page 37 and 38: protest in Western history against
Page 39 and 40: literacy intersection as a unidirec
Page 41 and 42: 25. In the realm of a re-defined
Page 43 and 44: ReferencesAycock, A. (1992). Post-l
Page 45: MacNevin, D. (1993). The mass produ
Page 49 and 50: their construction principles, desi
Page 51 and 52: or external control, by which the d
Page 53 and 54:
and seemed as a pride. Due to those
Page 55 and 56:
ing area of knowledge should be kep
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their efforts to control, whereas w
Page 60 and 61:
K E N T L Ö F G R E NTeacher Educa
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What is correspondence analysis?I w
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investigation just how important su
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Data are arranged in a cross-tabula
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we find “Sports activities: 0,00
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and market-oriented school policies
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epistemology is no different in thi
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Greenacre, M.J., & Blasius, J. (eds
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nal data can be on a categorical or
Page 80 and 81:
EVA ÅSTRÖMComputers as Panopticon
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But, is ”increased proximity” i
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The practical/physical processes up
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principle of the disciplinary socie
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exercise of power unnecessary. Thes
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ecomes susceptible to being governe
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production. Authoritative bureaucra
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ationalization, mass production, me
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decades, distance education was in
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the catch. The result is a learner
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esponsibility to individuals and gr
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Edwards, R.: The inevitable future?
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20For example, the Commission for C
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L Y N N F E N D L E RMaking Trouble
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of a ”stage” of development?) a
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Marxian, Frankfurt School and Haber
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schema posits relatively formal rel
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ace-based or gender-based pedagogie
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postulate, namely that throughout t
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satisfactory mechanism in critical
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husband and wife.” These are exam
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are oppressed. In that definition,
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insert--an autonomous subject. This
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work of analysis, and therefore, th
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genealogies is generally to demonst
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ReferencesBerger, P., Berger, B. &
Page 132 and 133:
Notes1Carol Gilligan (In a Differen
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I N G V A R R Ö N N B Ä C KScienc
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Research and evaluationResearch and
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the evaluator becomes the technolog
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informed Greek philosophy, namely t
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as I realize how difficult it is to
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also encompass ethical dimensions;
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ReferencesAgrell, Villhelm, (1981).
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This, too, was an important aspect
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M A R Y B A U M A N NThinking the y
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in the society around it (Foucault
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In the early nineteenth century, th
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The public images of the young woma
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Hall promoted the medical belief th
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vocational and social life-adjustme
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through a questioning of the texts
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Rose, Nikolas. 1996. Governing ’a
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H A N N A H T A V A R E SPoststruct
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As Lather points out critical pedag
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implies that students and teachers
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is typically analyzed as an appenda
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its necessity, to its indispensabil
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of ”the self-certain subject,”
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”one” (self) or its ”other”
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and critical traditions. The second
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concerning theory and an ability to
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Lyotard, Jean-Francois. 1989. The p
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18. Implicit in such a focus is a c
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LISA HENNONSpatial Patternsof Inclu
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The Opposition of City and Country:
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as a microcosm of its geographic te
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interactions in terms of an ”abse
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where families from a single Protes
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intervening into their lives to mak
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(Wagner 1994, p. 30). While conflat
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immigrants posed to the American
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the ”municipality” relocalized
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No doubt, reformers perceived a cha
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society. Previously, administrative
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Urbanism and Lifestyle: Neo-liberal
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To understand the ”urban” child
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an” and bring it under new strate
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Chubb, John and Terry Moe. 1990. Po
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Silver, Hilary. 1994/5-6. Social ex
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THEODORA LIGHTFOOTMetaphor, Imagery
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sense out of the mass of sensory in
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powers which used to be functions o
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workforce provides the human ”cap
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I am proud of my heritage. Yet when
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States as a primarily White nation
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had been dormant during this period
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children whose mothers are harassed
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The following quote, from an articl
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ConclusionsWhat I hope to have show
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Notes1It is understood that this is
Page 242:
ContentsSociety - Technology - Educ
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