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dc.contributor.authorThorell, Gabriella
dc.date.accessioned2017-02-23T13:31:47Z
dc.date.available2017-02-23T13:31:47Z
dc.date.issued2017-02-23
dc.identifier.isbn978-91-7346-909-8 (tryckt)
dc.identifier.isbn978-91-7346-910-4 (pdf)
dc.identifier.issn0436-1121
dc.identifier.urihttp://hdl.handle.net/2077/51316
dc.description.abstractSwedish riding schools are characterized by a traditional stable culture that originated in army practices. The riding instructors reinforce these military traditions. Nevertheless, riding instructors and riding schools cannot be isolated and unaffected by society. This thesis identifies and highlights perceptions of the riding instructor’s role and the historical and contemporary conditions that govern and affect this role. Constructions of perceptions and experiences have been central. The selection of the theoretical framework and methodology were to emerge during the process, and by using different research methods the ambition was to strengthen reliability and increase quality. The first study examines how the Swedish National Equestrian Centre at Strömsholm (SNECS) trains riding instructors with a focus on content and the educational environment to understand the educational culture that exists at Swedish riding schools. The second study explored how ten riding instructors perceive and experience their professional role. The third study explored, through focus group interviews, young riders’ perception of the riding school. This thesis has contributed to a deeper understanding of the role of the riding instructor. The result explains why riding schools are still characterized by military norms. The contemporary perspective highlighted how the riding instructors perceived a change based on economic challenges and how these challenges affected their way of teaching. Young rider's perceptions of riding school showed how they develop social skills by participating in the riding school’s community of practice. In conclusion, these results can help strengthen the riding instructor profession and develop the riding school as a centre of knowledge and resources. To encourage further development, the profession should consider current stable culture, how learning takes place in the riding school, and the needs for further education.sv
dc.language.isoswesv
dc.relation.ispartofseriesGothenburg studies in Educational Sciencessv
dc.relation.ispartofseries397sv
dc.relation.haspartArtikel I: Riding instructors, gender, militarism and stable culture in Sweden. Continuity and change in the twentieth century. DOI:http://dx.doi.org/10.1080/09523367.2015.1021337sv
dc.relation.haspartArtikel II: From giving orders to engaging in dialogue: Military norms being challenged at the Swedish riding school. DOI:http://doi.org/10.1177/1012690216665111sv
dc.relation.haspartArtikel III: The Swedish riding school: A social arena for young riders. Submisson men inte fått beslut.sv
dc.subjectEquestrian sportsv
dc.subjectchildren and youth sportsv
dc.titleFramåt Marsch! Ridlärarrollen från dåtid till samtid med perspektiv på framtidsv
dc.typeText
dc.type.svepDoctoral thesiseng
dc.gup.mailgabriella.thorell@stromsholm.comsv
dc.type.degreeDoctor of Philosophysv
dc.gup.originGöteborgs universitet. Utbildningsvetenskapliga fakultetenswe
dc.gup.originUniversity of Gothenburg. Faculty of Educationeng
dc.gup.departmentDepartment of Food and Nutrition, and Sport Science ; Institutionen för kost- och idrottsvetenskapsv
dc.gup.price212 kr
dc.gup.defenceplaceKlockan 13.15, Rikssalen Strömsholms Slott, Strömsholmsv
dc.gup.defencedate2017-03-17
dc.gup.dissdb-fakultetUF


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