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Att våga flyga: Ett deltagarorienterat projekt om samtalets potential och förskolepersonals konstruktion av det professionella subjektet.

Enö, Mariann LU (2005) In Malmö Studies in Educational Sciences 19.
Abstract (Swedish)
Popular Abstract in Swedish

Denna avhandling tillhör området professions- och skolutvecklingsforskning. Avhandlingen tar upp hur förskolepersonal konstruerar sig som professionella subjekt, dvs hur förskolepersonal skapar sitt professionella jag, sin identitet, utifrån individuella såväl som kollektiva erfarenheter. Avhandlingen tar också upp på vilket sätt reflekterande samtal bidrar till denna subjektskonstruktion. Metoden är deltagarorienterad forskning som i stora drag innebär att forskare och deltagare gemensamt och aktivt utvecklar kunskap som förväntas leda till någon form av handling. I projektet har tematiskt strukturerade djupintervjuer, dialogkonferenser och forskningscirkel ingått. Resultatet visar att... (More)
Popular Abstract in Swedish

Denna avhandling tillhör området professions- och skolutvecklingsforskning. Avhandlingen tar upp hur förskolepersonal konstruerar sig som professionella subjekt, dvs hur förskolepersonal skapar sitt professionella jag, sin identitet, utifrån individuella såväl som kollektiva erfarenheter. Avhandlingen tar också upp på vilket sätt reflekterande samtal bidrar till denna subjektskonstruktion. Metoden är deltagarorienterad forskning som i stora drag innebär att forskare och deltagare gemensamt och aktivt utvecklar kunskap som förväntas leda till någon form av handling. I projektet har tematiskt strukturerade djupintervjuer, dialogkonferenser och forskningscirkel ingått. Resultatet visar att deltagarna i projektet konstruerar sitt professionella subjekt utifrån sin sociala bakgrund, vilken kan definieras som arbetarklass och lägre medelklass. Att de är kvinnor som arbetar med ett utpräglat kvinnoyrke har också stor betydelse för hur de talar om sig själva, professionen och uppdraget. Deltagarna positionerar sig framförallt i förhållande till skolan, men positioneringar förekommer även inom förskolans fält. De förhåller sig till den offentliga och privata sfären och dominerande diskurser om pedagogik, omsorg, professionalitet och individualitet. Deltagarna reproducerar normer och värden som kan relateras till underordning. En dubbelhet i deltagarnas position kommer till utryck när de reflekterar kring makt och relationer till barn, föräldrar, skola och samhälle. Samtidigt som de ser sig själva som auktoriteter identifierar de sig med grupper som de uppfattar som underordnade. Utifrån det senare perspektivet kritiserar de rådande normer och auktoriteter i utbildningssystemet och i samhället. Projektet visar på en potential till förändring och på betydelsen av erkännande, hopp och meningsskapande. Samtalen bidrar till att ge nya perspektiv på den professionella och privata identiteten. De ger en möjlighet att nå förbi polariseringar och låsta positioner. Samtalen bidrar även till att ny kunskap bildas som utgör en grund för utveckling av förskoleverksamhetens innehåll och arbetsformer. Dessutom medverkar de till insikter om pedagogiska processer och den egna kapaciteten. (Less)
Abstract
A major aim initially was to create a forum for reflective dialogue on the preschool professions and how it is experienced on a daily basis, so as to be able to investigate how members of the preschool staff construct their professional subject. The following are major questions that were posed: How do preschool staff members talk about themselves, their profession and their work? In what way does reflective discussion contribute to the construction of a professional subject? The basic method adopted was that of participatory research. The specific methods employed included those of thematically structured depth interviews, dialogue conferences and a research circle.



Participants were found to construct the subject... (More)
A major aim initially was to create a forum for reflective dialogue on the preschool professions and how it is experienced on a daily basis, so as to be able to investigate how members of the preschool staff construct their professional subject. The following are major questions that were posed: How do preschool staff members talk about themselves, their profession and their work? In what way does reflective discussion contribute to the construction of a professional subject? The basic method adopted was that of participatory research. The specific methods employed included those of thematically structured depth interviews, dialogue conferences and a research circle.



Participants were found to construct the subject matter of their profession in part on the basis of their working-class and lower middle-class background. The fact that they were women working in a profession dominated by women also influenced their conception of themselves as professionals. There was a more or less hidden professional hierarchy within the preschool concerning preschool teachers versus child minders. The discussions dealt in particular with pedagogical matters, childcare, professionalism and individuality. Participants showed their acceptance of various norms and values readily associated with subordination. The duality of their situation became evident when they discussed such matters as caring for children and teaching, as well as their simply performing their duties versus having a sense of achievement. It became evident how their location between the public and the private spheres influences preschool staffs? construction of the subject matter of their profession. There was also an obvious duality between their professional position and the position of others when they viewed themselves in relation to colleagues, children, parents and the school system generally. Although they regarded themselves as authorities in certain contexts, in other situations they identified themselves with groups they considered to be in a subordinate position. It was from this latter perspective that they tended to criticize prevailing norms, public authorities and the educational system.



The project revealed a clear potential for change and emancipation and the importance of hope and of creating meaning. The discussions appeared to contribute to the development of new and differing perspectives of participants regarding their professional and private identities. In addition, they overcame polarization and the adherence to inflexible positions, as well as to develop and apply knowledge of various types. A demystification of power structures and an increased insight into pedagogical processes and the capabilities of the individual could also be noted. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Docent Beach, Dennis, Göteborgs universitet
organization
alternative title
Daring to Fly. A Participatory Project on the Potential of Dialogue and Preschool Staff´s Construction of the Professional Subject
publishing date
type
Thesis
publication status
published
subject
keywords
subjektskonstruktion utvecklingsprocesser, samtal, profession, pedagogik och omsorg, offentlig och privat sfär, klass, genus, deltagarorienterad forskning, förskola, Pedagogy and didactics, Pedagogik, didaktik
in
Malmö Studies in Educational Sciences
volume
19
pages
266 pages
publisher
Lärarutbildningen, Malmö högskola
defense location
sal D 138, Lärarutbildningen i Malmö, Nordenskiöldsgatan 10, Malmö
defense date
2005-10-28 10:15
ISSN
1651-4513
ISBN
91-85042-14-5
language
Swedish
LU publication?
yes
id
0f523fcb-1c89-4df7-bfc6-1cd4a3445a15 (old id 24825)
date added to LUP
2007-06-01 08:35:37
date last changed
2016-09-19 08:44:54
@phdthesis{0f523fcb-1c89-4df7-bfc6-1cd4a3445a15,
  abstract     = {A major aim initially was to create a forum for reflective dialogue on the preschool professions and how it is experienced on a daily basis, so as to be able to investigate how members of the preschool staff construct their professional subject. The following are major questions that were posed: How do preschool staff members talk about themselves, their profession and their work? In what way does reflective discussion contribute to the construction of a professional subject? The basic method adopted was that of participatory research. The specific methods employed included those of thematically structured depth interviews, dialogue conferences and a research circle.<br/><br>
<br/><br>
Participants were found to construct the subject matter of their profession in part on the basis of their working-class and lower middle-class background. The fact that they were women working in a profession dominated by women also influenced their conception of themselves as professionals. There was a more or less hidden professional hierarchy within the preschool concerning preschool teachers versus child minders. The discussions dealt in particular with pedagogical matters, childcare, professionalism and individuality. Participants showed their acceptance of various norms and values readily associated with subordination. The duality of their situation became evident when they discussed such matters as caring for children and teaching, as well as their simply performing their duties versus having a sense of achievement. It became evident how their location between the public and the private spheres influences preschool staffs? construction of the subject matter of their profession. There was also an obvious duality between their professional position and the position of others when they viewed themselves in relation to colleagues, children, parents and the school system generally. Although they regarded themselves as authorities in certain contexts, in other situations they identified themselves with groups they considered to be in a subordinate position. It was from this latter perspective that they tended to criticize prevailing norms, public authorities and the educational system.<br/><br>
<br/><br>
The project revealed a clear potential for change and emancipation and the importance of hope and of creating meaning. The discussions appeared to contribute to the development of new and differing perspectives of participants regarding their professional and private identities. In addition, they overcame polarization and the adherence to inflexible positions, as well as to develop and apply knowledge of various types. A demystification of power structures and an increased insight into pedagogical processes and the capabilities of the individual could also be noted.},
  author       = {Enö, Mariann},
  isbn         = {91-85042-14-5},
  issn         = {1651-4513},
  keyword      = {subjektskonstruktion utvecklingsprocesser,samtal,profession,pedagogik och omsorg,offentlig och privat sfär,klass,genus,deltagarorienterad forskning,förskola,Pedagogy and didactics,Pedagogik,didaktik},
  language     = {swe},
  pages        = {266},
  publisher    = {Lärarutbildningen, Malmö högskola},
  school       = {Lund University},
  series       = {Malmö Studies in Educational Sciences},
  title        = {Att våga flyga: Ett deltagarorienterat projekt om samtalets potential och förskolepersonals konstruktion av det professionella subjektet.},
  volume       = {19},
  year         = {2005},
}