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The starting point for this dissertation can be characterised with the question: why don't dreams come true? In 1900, Ellen Key proclaimed the coming hundred years as the children's century. One of the great questions of the time concerned the relation between the individual and the community. Through the years, school curricula became influenced by visions of "reform-pedagogics" (Reformpedagogik)
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Popular AbstractAvhandlingen är en pedagogikhistorisk kvinnobiografi. Min empiri bygger främst på ett biografiskt material bestående av litteratur av och om Honorine Hermelin Grønbech, samt brev från och till henne, radio- och TV-program jämte material kring skolan, protokoll, föreläsningsanteckningar samt samtal med tidsvittnen. Mot bakgrund av en pedagogy-historical and a women’s historical cont
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The article aims at pointing out the limitations of those archaeological approaches in the field of medieval studies that strictly follow the medieval social theory of the three and later four orders/estates. As an example of the possibilities offered by the use of an contextual approach in attempting to transcend the borders of the four-estate model, an analysis and interpretation of the pottery
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It is generally agreed that children are able to acquire two languages to which they are exposed from birth as two L1s. Little attention has been drawn to cases when one language develops slower and is weaker in different aspects. A question under debate is whether the weaker language develops as an L2 rather than as an L1. The goal of this paper is to contribute to the understanding of the weaker
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This thesis presents the results from studies on carbon-14 produced by nuclear power reactors. Radioactive 14C enters the carbon cycle and can be taken up by humans, where it will constitute a potential health hazard. Therefore, the main focus of this thesis was to provide new data and knowledge necessary for the implementation of appropriate nuclear waste management strategies. Such data have pre
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As Rubenson has argued, "the main problem with life long learning is that it fails to critically assess how conditions for individual development, ethnic and social background, previous schooling and working life conditions create very different preconditions for life long learning" (Rubenson, 1996, p. 43). Using longitudinal data from the Malmö Longitudinal Study, the paper clarifies how differen