Mia Lund Kongsbak - Peer education Et redskab til - Institut for ...
Mia Lund Kongsbak - Peer education Et redskab til - Institut for ...
Mia Lund Kongsbak - Peer education Et redskab til - Institut for ...
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Subjektpositioner og identitetsdannelse ................................................................................................ 44<br />
Passendehed ........................................................................................................................................... 46<br />
Styringsteknologier ................................................................................................................................. 47<br />
Fortolkningsrepertoirer .......................................................................................................................... 49<br />
5. Analysestrategier ...................................................................................................... 52<br />
Dekonstruktion som analysestrategi ............................................................................... 53<br />
At anvende et styringsteknologisk blik på peer <strong>education</strong> .............................................. 54<br />
Forskningsspørgsmål og tematisk analyse ....................................................................... 55<br />
6. Analyse ..................................................................................................................... 56<br />
Analysedel 1 – De rammesættende betingelser ............................................................ 57<br />
Indledning ........................................................................................................................ 57<br />
De dominerende rationaler om peer <strong>education</strong> på et makroniveau .............................. 57<br />
Strandskolens definition af mobning – og kobling <strong>til</strong> peer <strong>education</strong> ............................. 60<br />
<strong>Peer</strong> <strong>education</strong> som <strong>for</strong>ebyggende og indgribende antimobbestrategi ......................... 62<br />
Opsamling på analysedel 1 .............................................................................................. 63<br />
Analysedel 2 ‐ En teknologi installeres .......................................................................... 65<br />
Indledning ........................................................................................................................ 65<br />
<strong>Et</strong> <strong>til</strong>fælde ......................................................................................................................... 65<br />
En <strong>for</strong>vandlings<strong>for</strong>tælling ................................................................................................. 68<br />
Mere ro eller mindre mobning? ....................................................................................... 70<br />
Modtagelsen af peer <strong>education</strong> og ledelsens ansvar ...................................................... 72<br />
Teknologien i praksis på Strandskolen ............................................................................. 75<br />
Opsamling på analysedel 2 .............................................................................................. 76<br />
Analysedel 3 – Passende peer educator ........................................................................ 79<br />
Indledning ........................................................................................................................ 79<br />
Mads’ <strong>for</strong>vandling ............................................................................................................ 80<br />
En særlig involvering ........................................................................................................ 82<br />
At være særligt egnet ....................................................................................................... 83<br />
At blive <strong>for</strong>vandlet eller <strong>for</strong>vandle andre ......................................................................... 85<br />
Forhandling af passendehed ............................................................................................ 87<br />
Opsamling på analysedel 3 .............................................................................................. 90<br />
Analysedel 4 – At sætte <strong>for</strong>skelle og <strong>for</strong>skyde ansvaret ................................................ 92<br />
Indledning ........................................................................................................................ 92<br />
En <strong>for</strong>skel sættes .............................................................................................................. 92<br />
Nogen som kan <strong>for</strong>stå dem bedre ................................................................................... 94<br />
Bærere af ansvar .............................................................................................................. 96<br />
Opsamling på analysedel 4 .............................................................................................. 98<br />
7. Konklusion .............................................................................................................. 101<br />
Tilfældighed har stor betydning, når der vælges antimobbestrategi ............................ 102<br />
Ro og orden hæmmer og <strong>for</strong>ebygger mobning ............................................................. 103<br />
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