Inga Wernersson

Men, masculinities and teaching in early childhood education : International perspectives on gender and care

This stimulating book sets out to critically explore the notion of men, masculinities and teaching in early childhood education. It addresses the global pattern of gender, teaching and care where men are in the minority, and explores the notion that the greater involvement of men within teaching and associated professions has the potential to transform gender relations for future generations. International contributors raise critical questions about the construction of masculinities, the continuing reluctance of men to engage in this type of work, and the influence of political and public debates on the issue. Through this engaging discussion readers are asked to question whether this is something that we should care about, with key topics including: The roles of men in education and care Teachers’ beliefs, norms and values of gender equality The construction of male identities Gendered ideals, and children’s interpretations of gender. Men, Masculinities and Teaching in Early Childhood Education brings together a refreshing and critical set of perspectives linked to an increasingly important educational debate and will be a valuable text for practitioners, professionals, policy makers and parents/carers. © 2016 Simon Brownhill, Jo Warin and Inga Wernersson. All rights reserved.

Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past

Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.

Pupils’ Participation in and Response to Sustainable Food Education in Swedish Home and Consumer Studies: A Case-Study

ABSTRACT The aim of this study is to explore conditioning factors influencing learning opportunities in food-related education taught from a perspective of sustainable development. Over the course of the eighth-grade school year, data were derived from field studies of two classes taught in Home and Consumer Studies with an exploratory case-study design. Data were analyzed using thematic and ideal-type analysis, resulting in four ideal-type portrayals: the Convinced, the Easygoing, the Unable, and the Skeptical, which characterize how pupils participate in and respond to sustainable food education in different ways. The characteristics of each of the four ideal types imply contextual frames that condition unequal learning opportunities in sustainable food education. By identifying, scrutinizing, and accommodating to existing conflicts and related structures, educational policy makers and practicing teachers can increase opportunities for pupils to develop informed reasoning, regardless of their ideal type characteristics.

The Understanding and Use of Reflection in Family Support Social Work

ABSTRACT Previous research emphasizes the need for reflection in complex, dynamic practices, like social work. However, increased governance of the public sector and welfare state has caused a reform, which in turn has affected the layout and conditions of work. Private sector control ideals and ideas from the auditing system have led to a new focus. It is argued that we should subordinate practice approaches – characterized by reflection, proven experience, and tacit knowledge – to manual-based treatment, evaluations, and assessments. This study aims at understanding the role of reflection in social work by investigating its use and valuation by family support social workers. Opportunities and resources for reflection are another focus. Focus group interviews (n = 40) were used to produce data. The need for reflection to conduct highly qualitative social work became evident. The question is not whether to reflect or not, rather how this best can be done, given current time constraints. Reflection was considered a coping mechanism, offering a sense of professional legitimacy. Organizational changes seem to impact on time for reflection. However, when enabling process, learning, and development, it can be argued that reflection is beneficial for several parties. Therefore, reflection requires continued emphasis, highlighting its potential benefits.

Scholarly skills as everyday practice – implications for education

Purpose - The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what i ...