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Francia, G. & Edling, S. (2017). Children's rights and violence: A case analysis at a Swedish boarding school. Childhood, 24, 51-67, Article ID 1.
Open this publication in new window or tab >>Children's rights and violence: A case analysis at a Swedish boarding school
2017 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, ISSN 0907-5682, Vol. 24, p. 51-67, article id 1Article in journal (Refereed) Published
Abstract [en]

Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children

from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

Keywords
Boarding schools, children’s rights, discourse, norms, socialization, violence
National Category
Pedagogy Didactics Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-32938 (URN)10.1177/0907568216634063 (DOI)
Available from: 2016-08-28 Created: 2016-08-28 Last updated: 2020-01-28Bibliographically approved
Edling, S. & Francia, G. (2017). Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education. Education Sciences & Society, 8(1), 137-153
Open this publication in new window or tab >>Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education
2017 (English)In: Education Sciences & Society, ISSN 2038-9442, Vol. 8, no 1, p. 137-153Article in journal, Editorial material (Refereed) Published
Abstract [en]

Abstract

In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social con icts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational eld to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as “the school should”. Education for the Other is the most dominant strategy emphasizing that the newly arrived child’s needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil’s development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]

Keywords: children’s right, violence, educational policy, newly arrived pupils, otherness. 

Place, publisher, year, edition, pages
Franco Angeli Edizioni, 2017
Keywords
Keywords: children’s right, violence, educational policy, newly arrived pupils, otherness.
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36538 (URN)10.3280/ess1-2017oa4979 (DOI)
Note

Artikel ingår i Fascicolo 1/2017 Educational Abuse and Violence against Children/L’abuso educativo e la violenza sui minori

Education Sciences & Society - Open Access Peer Reviewed JournalISSN 2038-9442 | AUT. TRIB. MILANO N. 80 DEL 13/07/2016

Available from: 2017-09-28 Created: 2017-09-28 Last updated: 2020-01-28Bibliographically approved
Francia, G. (2017). POSIBILIDADES Y DESAFÍOS PARA LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA EXTRANJERA EN EL CONTEXTO ESCOLAR NÓRDICO. EL CASO DE SUECIA. Revista redELE (Red Electronica de Didactica del Español como lengua extranjera) (Número Especial. Enero 2017), 1-22
Open this publication in new window or tab >>POSIBILIDADES Y DESAFÍOS PARA LA ENSEÑANZA DEL ESPAÑOL COMO LENGUA EXTRANJERA EN EL CONTEXTO ESCOLAR NÓRDICO. EL CASO DE SUECIA
2017 (Spanish)In: Revista redELE (Red Electronica de Didactica del Español como lengua extranjera), ISSN 1571-4667, no Número Especial. Enero 2017, p. 1-22Article in journal (Refereed) Published
Abstract [en]

Se analiza y discute la implementación de las medidas políticas para el desarrollo del plurilingüismo creadas por la Unión Europea y el Consejo de Europa en contextos nacionales partiendo del análisis de la situación del idioma español como materia curricular en Suecia. Partiendo de una concepción teórica de política educativa que pone el énfasis en el estudio de la naturaleza política como resultado de luchas entre diferentes actores en diferentes contextos el artículo discute las dificultades, amenazas, fortalezas y oportunidades que diversos contextos ofrecen para el desarrollo del español como asignatura de idioma moderno en la escuela sueca. El artículo está basado en investigación de la Universidad de Upsala durante el período 2011-2013 que analiza la situación de los profesores, los resultados de los alumnos y las posibilidades de desarrollo del español basado en un análisis de estadísticas nacionales, de documentos de la política educativa y lingüística a nivel nacional y europeo, así como en entrevistas a representantes de autoridades suecas y españolas, sindicatos y asociaciones de profesores y entrevistas individuales con profesores. Se incluye también un análisis de estadísticas recientes publicadas durante el periodo 2014-2016 por la Agencia Nacional para la Educación de Suecia.

Place, publisher, year, edition, pages
Madrid: MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE Subsecretaría Subdirección General de Cooperación Internacional Edita: © SECRETARÍA GENERAL TÉCNICA Subdirección General de Documentación y Publicaciones Edición: 2017 Imagen de la portada: Dandelion de Huskyherz publicada bajo licencia en https://pixabay.com/es/ NIPO: 030-15-031-6 Ciudad: Madrid Correo electrónico: redele@mecd.es, 2017
Keywords
spanska moderna språk flerspråkighet policy, español como lengua extranjera multilingüismo policy
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36539 (URN)
Projects
Spanska som modernt språk: möjligheter och utmaningar. FBA. Uppsala universitet
Available from: 2017-09-28 Created: 2017-09-28 Last updated: 2020-01-28Bibliographically approved
Francia, G. (2015). Equidad, inclusión social y capacidad individual. Foro de Educación : Pensamiento, 13(18), 5-12
Open this publication in new window or tab >>Equidad, inclusión social y capacidad individual
2015 (Spanish)In: Foro de Educación : Pensamiento, ISSN 1698-7799, E-ISSN 1698-7802, Vol. 13, no 18, p. 5-12Article in journal, Editorial material (Refereed) Published
Keywords
equity- policy- polarisation-ET 2020- EU, Equidad - politica- polarizacion- ET2020 - Union Europea
National Category
Social Sciences Educational Sciences
Research subject
Education; Didactics
Identifiers
urn:nbn:se:mdh:diva-32965 (URN)10.14516/fde.2015.013.018.001 (DOI)000362512700001 ()
Available from: 2015-01-19 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Francia, G. (2014). Education Reform in Sweden: From “One School for All Children” to “One school for Each Child”. In: Verdugo R. Richard (Ed.), Educational Reform in Europe: History, Culture, and Ideology: (pp. 25-40). Charlotte: Information Age Publishing
Open this publication in new window or tab >>Education Reform in Sweden: From “One School for All Children” to “One school for Each Child”
2014 (English)In: Educational Reform in Europe: History, Culture, and Ideology / [ed] Verdugo R. Richard, Charlotte: Information Age Publishing , 2014, p. 25-40Chapter in book (Refereed)
Place, publisher, year, edition, pages
Charlotte: Information Age Publishing, 2014
Keywords
Education Reform, Education Policy, Equity
National Category
Educational Sciences
Research subject
Education; Didactics
Identifiers
urn:nbn:se:mdh:diva-32963 (URN)1623966795 (ISBN)978-1623966799 (ISBN)
Available from: 2015-01-04 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Francia, G. & Riis, U. (2014). Tillväxtens risker: En rapport om spanska som modernt språk. LMS : Lingua, 2, 2-5
Open this publication in new window or tab >>Tillväxtens risker: En rapport om spanska som modernt språk
2014 (Swedish)In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 2-5Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
moderna språk, spanska, utbildningspolitik, språkpolitik
National Category
Languages and Literature
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-32984 (URN)
Available from: 2014-10-12 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Riis, U. & Francia, G. (2013). Lärare, elever och spanska som modernt språk: Styrkor och svagheter - möjligheter och hot. Uppsala: Fortbildningsavdelningen för skolans internationalisering, Centre for Professional Development and Internationalisation in Schools
Open this publication in new window or tab >>Lärare, elever och spanska som modernt språk: Styrkor och svagheter - möjligheter och hot
2013 (Swedish)Report (Other academic)
Abstract [sv]

Spanska som modernt språk undervisas i den svenska grundskolan sedan 1994. Ämnet är populärt och väljs i årskurs 7 av hälften av alla elever, men avhoppen är också stora. Efter tre år kvarstår endast knappt 30 % av eleverna. En förklaring bland flera är brist på behöriga lärare i ämnet och en annan är en svag ställning för detta valbara ämne relativt andra och obligatoriska ämnen. Rapporten beskriver, analyserar och förklarar bakgrund och orsaker till dessa förhållanden ur ett helhetsperspektiv och ett antal förslag till förändringar av situationen läggs fram.

Place, publisher, year, edition, pages
Uppsala: Fortbildningsavdelningen för skolans internationalisering, Centre for Professional Development and Internationalisation in Schools, 2013. p. 166
Keywords
Spanska, moderna språk, läroplansstudie
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-32987 (URN)978-91-506-2360-4 (ISBN)
Note

See even

https://media.medfarm.uu.se/play/kanal/180/video/3890

Available from: 2014-12-03 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Parker-Jenkins, M., Francia, G. & Edling, S. (2013). Responding to the educational needs of Muslim children in a non-Islamic state: a UK-Sweden comparative study. In: : . Paper presented at Comparative Education World Congress (WCCES 2013) Buenos Aires 23th-28th June 2013.
Open this publication in new window or tab >>Responding to the educational needs of Muslim children in a non-Islamic state: a UK-Sweden comparative study
2013 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-32986 (URN)
Conference
Comparative Education World Congress (WCCES 2013) Buenos Aires 23th-28th June 2013
Available from: 2015-01-08 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Francia, G. (2013). Svenska som andraspråk (Sva): Literacypraktik för likvärdighet eller för social differentiering? (1ed.). In: S. Bagga-Gupta, C. Linberg, A.C. Ewaldsson och R. Säljö (red) (Ed.), Litteracy-praktiker i och utanför skolan: (pp. 107-126). Malmö: Gleerup
Open this publication in new window or tab >>Svenska som andraspråk (Sva): Literacypraktik för likvärdighet eller för social differentiering?
2013 (Swedish)In: Litteracy-praktiker i och utanför skolan / [ed] S. Bagga-Gupta, C. Linberg, A.C. Ewaldsson och R. Säljö (red), Malmö: Gleerup , 2013, 1, p. 107-126Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Malmö: Gleerup, 2013 Edition: 1
Keywords
Läs- och skrivkunnighet, svenska som andra språk, policy, elever med utländsk bakgrund
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-32966 (URN)9789140684455 (ISBN)
Projects
VR- Litteracy projekt
Funder
Swedish Research Council
Available from: 2014-10-12 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Francia, G. (2013). The impacts of individualization on equity educational policies. Journal of New Approaches in Educational Research, 2(1), 17-22
Open this publication in new window or tab >>The impacts of individualization on equity educational policies
2013 (English)In: Journal of New Approaches in Educational Research, ISSN 2254-7399, Vol. 2, no 1, p. 17-22Article in journal (Refereed) Published
Abstract [en]

The present article has as its aim to illustrate and discuss the impacts of individualization strategies on equity educational policies through the analysis of individualized teaching strategies applied within the framework of educational priority policies in Sweden. The methodology used in our research work includes: (a) the study of research literature about the individualization of teaching implemented in the Swedish comprehensive compulsory school; and (b) the study of research literature about educational priority policies aimed at children from socially and ethnically segregated areas. Comparative research of educational policies considers the individualization of teaching carried out in the Swedish comprehensive compulsory school as a relevant explanation for the successful application of equitable educational policies in that country. However, research studies published during the 2000s in Sweden show a more complex perspective regarding the effects of individualized teaching strategies. This contribution reviews European comparative research studies on individualization strategies followed in the context of equity policies. It raises questions about the lack of analyses referring to the impacts of individualization on schools located in socially and ethnically segregated areas. It argues that this ideology tends to reduce the issue of school failure to ethnic segregation and individualized teacher support. This article claims that individualization strategies based on differentiated curricula for students run the risk of increasing the discrimination of students for reasons of language or ethnic background. Even though the present study focuses on the Swedish experience, it can lead to a better understanding of the impacts caused by individualization strategies on equity in other European countries.

Place, publisher, year, edition, pages
Alicante Spain: University of Alicante, 2013
Keywords
EDUCATIONAL POLICY, CURRICULUM, CHILDREN’S RIGHTS, SOCIAL MOBILITY, SOCIAL DIFFERENCES
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:mdh:diva-32967 (URN)10.7821/naer.2.1.17-22 (DOI)
Available from: 2016-08-30 Created: 2016-08-29 Last updated: 2020-01-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3539-3022

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