@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2024,
title = {Religionskunskap},
author = {Lindström, Niclas and Lindmark, Daniel and Franck, Olof},
year = {2024},
journal = {Utbildningshistoria},
pages = {251--265},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria; religionskunskap; undervisning lågstadiet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2015,
title = {Discussing didactics of religious education in a Swedish context},
author = {Niemi, Kristian and Dalevi, Sören},
year = {2015},
language = {eng},
keywords = {religion; didactics of religious education; religious education; re; teacher training; sweden; pedagogics; religionsdidaktik; sverige; lärarutbildning; lärarutbildare; läromedel; forskning; religious studies and theology; education},
abstract = {In Sweden, the didactics of religious education is perceived as a rel- atively new field of research. In this study we show that, in fact, the field has very old roots and that there were the beginnings of an aca- demic field of research in the 1970:s. The latter has in large parts been neglected or forgotten. We suggest that there currently is a lack of debate concerning the fundamental views of what the subject should be, as well overarching goals -- the lack of a “big picture”, if you will -- and that active teachers might lack a professional vocabulary. One might even question if there indeed is a field of didactics of religious education in Sweden. In this essay, we seek to look at that question. The main material is an overview of titles used in RE-teacher’s edu- cation, which illustrate the debate among scholars of religious educa- tion, as well as academic reviews of the subject. This is supplemented by interviews with three teachers. The study shows a fragmented field. No serious attempt is made at defining what the didactics of religious education is in a Swedish context. Few insights are imple- mented from the international field, such as Germany and England, nor even from the neighbouring countries Norway and Finland. This has repercussions for the teacher’s reflection on their practice. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2019,
title = {Religionskunskap},
author = {Lindström, Niclas and Lindmark, Daniel and Franck, Olof},
year = {2019},
journal = {Utbildningshistoria},
pages = {263--276},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria; religionsundervisning åk 1 - 3; religionsdidaktik; centralt innehåll; undervisningsförslag}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018,
title = {Religionsunterricht in Schweden: Religionsdidaktik und Religionspädagogik},
author = {Aldrin, Viktor},
year = {2018},
language = {ger},
keywords = {religionsdidaktik; religionspedagogik; jämförelse; tyskland; sverige; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2024,
title = {Religious Education},
author = {Osbeck, Christina and Franck, Olof},
year = {2024},
journal = {The Study of Religion in Sweden. Past, Present and Future, Eds. Henrik Bogdan & Göran Larsson},
pages = {189--204},
language = {eng},
publisher = {London : Bloomsbury Academic},
keywords = {religious education; history of education (re) in sweden}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009,
title = {Your heritage and mine: teaching in a multi-religious classroom},
year = {2009},
language = {eng},
publisher = {Swedish Science Press},
keywords = {history of religion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2016,
title = {RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context},
author = {Dalevi, Sören and Niemi, Kristian},
year = {2016},
journal = {Usuteaduslik Ajakiri},
volume = {1},
number = {69},
pages = {62--78},
language = {eng},
publisher = {Tartu : Estonian Academic Theological Society},
keywords = {re; religion; didactics of religious education; religious education; teacher education; sweden; pedagogics; religionsdidaktik; sverige; lärarutbildning; lärarutbildare; läromedel; forskning; religious studies and theology; education},
issn = {1406-6564}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2016,
title = {Central themes in Indian study books on the topic of `moral values’},
author = {Niemi, Kristian},
year = {2016},
language = {eng},
keywords = {religion; subject didactics; didactics of religion; values; moral; schools; education; india; ämnesdidaktik; religionsdidaktik; värderingar; skola; utbildning; indien; religious studies and theology},
abstract = {The `National Curriculum Framework 2005' [NCF] sets out to describe a core, common to all education in India. This is interpreted by various state and national school boards, all of which can add additional content to the curriculum. This paper focuses on the subject of ethics and moral values. The study as a whole combines textual analysis with ethnographic research, and uses as empirical material the NCF and textbooks, interviews, and observations from two different school boards (CISCE and CBSE). The study shows that moral values are seen as central in education, not as a theoretical subject about ethics, but rather values which ought to be inculcated in students.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024,
title = {Religion & Livsfrågor: Tema - Religion och klimatfrågan},
year = {2024},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap},
keywords = {klimatkris; klimatundervisning; religionskunskap; skola; ekoteologi; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Innehålls. 4 Religion och klimatfrågan – om varför religionskunskapen behövs för att förändra vår värld, Viktor Aldrins.6 Mizan – Klimat- och miljöskydd ur ett muslimskt perspektiv, Mehwish Shahid Dars. 10 Undervisning i hållbar utvecklinginom ämnet religionskunskap, Laura Seguras. 12 Climate Optimism: CelebratingSystemic Change Around the World av Zahra Biabani, Christian Benjaminsson recenserars. 15 Jobba med klimatfrågan i religionskunskapen. Tips på arbetsmaterial, Viktor Aldrin}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_almnedgar_2000,
title = {Livstolkning och värdegrund: att undervisa om religion, livsfrågor och etik},
author = {Almén, Edgar and Furenhed, Ragnar and Hartman, Sven G. and Skogar, Björn},
year = {2000},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {livsåskådningsfrågor; studier och undervisning},
abstract = {Skolans värdegrund har på senare år lyfts fram i många olika sammanhang. Uppgiften att undervisa om religion, etik, och livsfrågor har också debatterats. Detta undervisningsområde hör till skolans svåraste uppgifter - men kanske också till de viktigaste. Denna antologi ger ett bidrag till utvecklingen av ett professionellt lärarkunnande i frågor som gäller skolans värdegrund och undervisning på livsåskådningsområdet.Författarna ger utifrån sina respektive kompetensområden en belysning av några av ämnesområdets centrala aspekter.De texter som ingår har skrivits särskilt för lärarutbildningen men kan också användas i andra sammanhang. Avsikten har varit att via texterna föra de studerande i kontakt med såväl aktuell forskning som professionell lärarkunskap av annat slag.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2016_1,
title = {Relocating Religion in a Changing Classroom},
author = {Niemi, Kristian},
year = {2016},
language = {eng},
keywords = {religion; didactics of religion; subject didactics; sweden; india; ämnesdidaktik; religionsdidaktik; sverige; indien; religious studies and theology},
abstract = {Religion as a subject is handled very differently in different, national contexts (see Davis & Miroshnikova, 2013). In this paper, we will discuss questions which surface in the meeting of two very different systems of RE: Sweden and India. The two paradigms interfere with each other (cf. Haraway, 1988). It reveals different ways of understanding religion in general and RE in particular. One focus will be on what sort of religious expression(s) pupils are allowed to meet in the two contexts. In this paper we will take both a theoretical and empirical approach on what sort of religious expression children in primary school are allowed to meet in RE. We show that the different histories of the two societies has shaped two particular understandings of religion, which in turn has resulted in two different ways of arranging RE. The Swedish, secular school-system tends to be Lutheran, although in an unconscious manner (cf. Buchardt, 2015). Whereas the Indian school-system on the face of it doesn't have religious education (cf. Mahmood, 2013). Looking closer, it can be found, but perhaps focusing on doings rather than knowledge of. One context highlights knowledge of, but avoids doings. The other context emphasizes do- ings, but avoids knowledge of and definitions. Both systems of RE offer particular opportunities and suffer difficulties in dealing with today's globalized world (cf. Kittelmann Flensner, 2015; K. Kumar, 2007).}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2024,
title = {Komparativ religionsdidaktik: tre sätt att jämföra RE},
author = {Berglund, Jenny and Bråten, Oddrun Marie Hovde and Niemi, Kristian},
year = {2024},
language = {swe},
keywords = {comparative didactics; religious education; comparative re; komparativ religionsdidaktik; religionsdidaktik; komparativ ämnesdidaktik; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024,
title = {Religion och klimatfrågan: Om varför religionskunskapen behövs för att förändra vår värld},
author = {Aldrin, Viktor},
year = {2024},
journal = {Religion & Livsfrågor},
volume = {3},
number = {2023},
pages = {4--5},
language = {swe},
publisher = {Uppsala},
keywords = {religionskunskap; religionspedagogik; klimatfrågan; klimatkris; undervisning; skola; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Detta temanummer handlar om en av vår tids mest omdiskuterade ämnen – klimatförändringarna.Samtidigt saknas klimat som tema i skolans religionskunskap. Innebär det attman som lärare enbart ska behandla klimatfrågor om det finns tid över? Religion bidrarmed viktiga erfarenheter till samhällets stora fråga.Nyligen konstaterade FN:s 28:e klimatmöte attmålet med maximalt 1,5 graders temperaturökning redanhar passerats. Det innebär i sig att förutsättningarna förmänskligt liv på planeten Jorden förändras i sådan grad attstora områden snart inte längre kommer att vara beboeligasamt att även Sverige kommer att drabbas av havshöjningarmed permanenta översvämningar i kuststäder. Driver vi sommänsklighet temperaturökningen bortom 3 grader, kommeringet mänskligt liv vara möjligt längre på vår planet. Fråganom hur livet i Sverige kommer att påverkas är inte längre omutan hur, på vilka sätt det går att begränsa skador samt vägarframåt för att reparera vår planets klimat.},
issn = {0347-2159}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2020,
title = {Religion in Indian schools: Exploring national systems of religious education through 'mirroring'},
author = {Niemi, Kristian},
year = {2020},
language = {eng},
publisher = {Department of Humanities and Social Sciences Education, Stockholm university},
keywords = {subject-specific education; religion; religious education; comparative education; sweden; india; mirroring; subject learning and teaching; ämnesdidaktik},
abstract = {India is a secular state. For this reason, it has been claimed that there is no room for religion in its schools — in other words, no religious education [RE] — despite India being an extremely multicultural society. This compilation thesis begins by examining the aforementioned claim. On the level of educational policy, there might indeed be little religious content. However, the present study shows that the closer to school practice one looks, the more content about religion or even content in religion can be found. Empirical material backing up this claim includes text analysis of policies, curricula, and textbooks as well as ethnological material consisting of interviews and observations from schools in India.An inherent possibility of research in the humanities is that it might qualitatively change the researcher’s perspective. In this case, an unexpected result of researching ‘RE’ in India was new insights into the researcher’s context of origin. The manner of attaining new perspectives on the context of origin in a contrastive analysis of two very different contexts is developed into a methodology of mirroring. The purpose of mirroring is not to compare as such, but rather to explore the researcher’s own context through reflexive introspection in the light of a contrastive. Characteristic traits of Swedish RE are explored using the methodology, and in the mirror, it appears that ‘religion’ in Sweden is understood through a Lutheran framework, which also affects what ‘secular’ means in the context. Vice versa, education about religion in India is coloured by its history and demography. ‘Religion’ and ‘secular’ are not in fact universal terms but are understood differently in different contexts. This is something often overlooked in comparative work on religious education.Although the thesis does not offer suggestions on how religious education ought to be organised in any given place, it does discuss possible advantages and disadvantages of the way religion is handled in schools in Sweden and India, respectively.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonrostbiedronnicole_2025,
title = {Didaktiska perspektiv},
author = {von Rost Biedron, Nicole},
year = {2025},
journal = {Moderna gudar},
pages = {179--193},
language = {swe},
publisher = {Lund : Arkiv förlag & tidskrift},
keywords = {religionsdidaktik; religionskunskap; study of religions; humaniora; humanities}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2016,
title = {Shifting Borders in Religious Education},
author = {Schihalejev, Olga and Sporre, Karin and Skeie, Geir and Gunnarsson, Gunnar J. and Räsänen, Antti},
year = {2016},
journal = {Theological Journal},
volume = {1},
number = {69},
pages = {3--8},
language = {eng},
publisher = {Tartu, Estonia : Usuteaduslik Ajakiri, Akadeemiline Teoloogia Selts},
keywords = {religious education; values; diversity; borders; religion; religionsdidaktik; värden; mångkulturalism; gränser; education; studies in faiths and ideologies; tros- och livsåskådningsvetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_rubensonsamuel_2016,
title = {Det tidiga klosterväsendet och den antika bildningen.: Slutrapport från ett forskningsprogram},
author = {Rubenson, Samuel},
year = {2016},
language = {swe},
publisher = {Makadam förlag},
keywords = {klosterväsen – historia – forskning},
abstract = {Denna rapport sammanfattar resultaten av forskningsprogrammet ”Det tidiga klosterväsendet och den antika bildningen”, som pågick åren 2009-2015. Rapporten är författad av programmets forskningsledare Samuel Rubenson, men bygger på det omfattande arbete som gjorts av programmets olika forskare: Elin Andersson, Anahit Avagyan, Jesper Blid Kullberg, Karin Kulneff-Eriksson, Britt Dahlman, Bo Holmberg, Lillian Larsen, Henrik Rydell Johnsén, Per Rönnegård, David Westberg, Andreas Westergren, Jason Zaborowski och Johan Åhlfeldt. Frågorna om klosterväsendets ursprung och hur dess uppkomst ska förklaras, frågor som sysselsatt forskare i århundraden, har genom vårt forskningsprogram fått en rad nya och för många oväntade svar. Medan tidigare forskning överlag sett framväxten av klosterväsende och monastiskt liv som en radikal kristen uppgörelse med det antika samhället, har vi påvisat en tydlig kontinuitet med antiken, inte minst vad gäller bildningsideal och utbildningstradition. Medan tidigare forskning sökt klosterväsendets rötter i äldre egyptisk religion, i hellenistisk judendom eller i en social protest mot samhällsordning och makthavare, har vi funnit ett tydligt samband med den antika skoltraditionen och filosofskolornas ideal. Närstudiet av fynden från utgrävningar och undersökningar av tidiga kloster, liksom en ingående litterär analys av en rad tidiga monastiska texter, har resulterat i oväntade belägg för skolverksamhet i de tidiga egyptiska klostren, liksom en påfallande kontinuitet med antika traditioner i den undervisning som bevarats i det litterära materialet. Genom att etablera denna kontinuitet med den antika bildningstraditionen och dess ideal har det också blivit tydligt på vilka sätt det tidiga klosterväsendet använder och förändrar bildningstraditionen och synen på bildning. De arkeologiska fynden och de tidiga monastiska texter, visar hur bibeltexter anpassas till en äldre pedagogisk tradition där de ersätter antika sentenser. Bibelcitaten i undervisningstexterna ger efterhand plats för monastiska sentenser. De ideal och övningar som klosterväsendet i hög grad antingen direkt eller indirekt förde vidare från filosofskolorna, ges i de tidiga monastiska texterna bibliska referenser, som också innebär tydliga förskjutningar. Studiet av återanvändningen av antika samlingar av sentenser och berättelser visar den starka kontinuiteten i såväl form som innehåll, men också intressanta förändringar som sker när texterna reviderats. Studiet av hur de tidiga klostren och deras ledande gestalter beskrivs har visat på starka samband med såväl äldre biografisk litteratur som skildringar av den ideala staden. Den spänning som finns här, liksom inom filosofin, mellan den radikale av omvärlden oberoende hjälten och den i staden förankrade ledaren, avtecknar sig också i skildringarna av munkarna, där den oskolade eremiten ställs sida vid sida med klosterledaren. Våra resultat innebär att det har blivit svårare att fastställa när klosterväsendet hade sin begynnelse. Det framstår alltmer som en gradvis utveckling av flera olika tendenser och förändringar i det senantika samhället. Av avgörande betydelse för det tidiga klosterväsendet var den sammansmältning av det antika bildningsidealet och de bibliska texterna som kom till uttryck i alexandrinsk judisk och kristen teologi under de första århundradena och som under 300- och 400-talen påtagligt berikades av samtida grekisk-romersk filosofi och litteratur. Genom att kyrkan gavs officiell ställning och kristen tro accepterades skapades förutsättningar för förändrade former av social gemenskap och nya utbildningsvägar. Samtidigt som dessa innebar att det antika arvet ikläddes en delvis ny dräkt, innebar det också ett slags demokratisering. I klostren kunde grupper som tidigare stått utanför skolvärlden få undervisning, en undervisning som den snabbt växande kyrkan var i stort behov av. Genom vår forskning har den endimensionella bilden av den typiske ökenfadern, det monastiska livets pionjär, förändrats på ett djupgående sätt. Bilden av den radikale obildade munken som inspirerad av bibelord lämnar allt och ger sig ensam ut i öknen för att slåss mot sina inre demoner, har visat sig vara en litterär fiktion. De texter som framför allt burit fiktionen, de sentenser som samlats under beteckningen tänkespråk, har visat sig tillhöra en antik genre av texter använda inom skolväsendet. De bilder som målas upp i dem, liksom deras skarpa utsagor, är inte avsedda att tas bokstavligt, utan utgör ett slags karikatyrer, likt moderna serier. Med sin avskalade radikalitet och ibland underfundiga humor ska de samtidigt väcka insikt och vara lätta att minnas. Vårt omfattande arbete med hur dessa förmedlats visar tydligt att de utgjort en flytande vishetstradition som ständigt anpassats till rådande behov. I de bevarade handskrifterna kan vi på en mängd olika språk spåra hur man valt att översätta och revidera, lägga till och ta bort, stycka upp och slå samman tänkespråk, liksom hur man omorganiserat och systematiserat innehållet. För att kunna hantera den komplexa och flytande textförmedlingen och jämföra tusentals olika versioner med varandra, har vi därför utvecklat ett digitalt forskningsverktyg. Genom att skapa en webbaserad plattform för analys och publicering, öppen för länkad data, har vi dessutom gjort det möjligt för internationell forskning att vidareutveckla studiet av klosterväsendets mest centrala undervisningsmaterial och jämföra det med bevarat undervisningsmaterial från den antika bildningstraditionen. Verktyget möjliggör också att följa den antika bildningskulturen längre fram i tiden och se hur samma material översatts, anpassats och använts i nya kontexter, bland annat det tidiga svenska klosterväsendet.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wickstrmjohan_2011,
title = {Didaktisk textkompetens},
author = {Wickström, Johan},
year = {2011},
journal = {Religionsdidaktik},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religionsdidaktik; ämnesdidaktik; didaktisk kompetens; textval; history of religion}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025,
title = {Moderna gudar: Progressiv religion i vår tid},
year = {2025},
language = {swe},
publisher = {Arkiv förlag},
keywords = {religion; modernitet; politik; study of religions},
abstract = {Det moderna samhället liknar inget tidigare samhälle.För många religiösa ledare och troende framstår moderniteten – med sin sekularisering,vetenskap, kapitalism, individualism, hedonism och ideologiska konflikter – som ett hot. Samtidigt finns det de som inte ser utvecklingen som ett hinder utan en möjlighet: först i det moderna samhället har en sant personlig gudstro, fri från tvång och förlegade ideal, blivit möjlig. Den här boken handlar om dem och deras promoderna,progressiva religionsutövning.Efter att först ha rett ut vad vi menar med traditionelloch progressiv religion utforskar en rad svenska religionsvetare olika progressiva strömningar inom världens stora religioner. På vilket sätt skiljer de sig från de traditioner de är sprungna ur? Även de helt nya religioner som medvetet skapats för att möta den moderna människans behov behandlas. Vi avslutar boken med didaktiska reflektioner och praktiska råd till blivande lärare om hur man kan belysa progressiva religionsuttryck i sin undervisning. Detta är en bok för alla som vill förstå religionens försök att anpassa sig till vår föränderliga tid.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2012,
title = {Gymnasieeleven och religionskunskapen.: Religionsmöte med förhinder?},
author = {Sjöborg, Anders},
year = {2012},
journal = {Nyckeln till Svenska kyrkan},
pages = {79--93},
language = {swe},
publisher = {Uppsala : Svenska kyrkan},
keywords = {religionskunskap; interkulturell; förståelse; läroplan; mångkultur*; pluralism; religion; attityd; gymnasium; ungdom; elev; sociology of religion; religionssociologi},
abstract = {Artikeln problematiserar att gymnasieskolans undervisning i religionskunskap inte tycks nå upp till de ambitiösa mål som staten satt upp för ämnet i de styrdokument som finns. Samtidigt som formuleringar i styrdokumenten utsätts för en kritisk läsning i artikeln belyses med hjälp av kvantitativa och kvalitativa resultat från en nationellt representativ elevundersökning vilka attityder som gymnasieelever har till religionskunskap och till religiös och kulturell mångfald. Slutsatsen är att ämnet behöver utvecklas för att det i högre grad ska nå målen om ökad interkulturell förståelse är särskilt relevant för de ickereligiösa eleverna, vilka utgör flertalet av elevgruppen. Studien pekar på att förståelse mellan elever av skilda religioner kan uppnås lättare än förståelse mellan elever som inte har en religiös självförståelse och elever som har en sådan. Detta utgör en didaktisk utmaning i ett pluralistiskt och sekulariserat samhälle som det svenska.},
issn = {1651-0755}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wiktorinpierre_2022,
title = {Essentialism i sekulär religionsundervisning},
author = {Wiktorin, Pierre},
year = {2022},
journal = {Nordidactica},
volume = {1},
number = {12},
pages = {71--79},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {religious education; essentialism; world religions paradigm; social identity theory; study of religions; religious studies and theology; subject-specific education},
abstract = {Students on introductory courses in secular religious studies and teacher training programs at Swedish universities often understand and conceptualize religion in an essentialist way. Whilst an essentialist understanding of religions is adequate in confessional training programs, it becomes an obstacle in secular higher secondary education and teacher training programs where an understanding of the variations within religions is required for higher grades. This article discusses four variants of essentialism observed in compulsory religious education, teaching materials and secular teacher training programs: 1) Essentialism in primary and secondary education shaped by the world religions paradigm. 2) Essentialism in religious education and teaching materials due to lack of source criticism towards religious narratives. 3) Essentialist views of religions expressed by (confessional) scholars, and 4) essentialism used in the construction of religious in- and outgroups. The article concludes that teachers involved in religious studies, regardless of level, need to be constant vigilant of expressions of essentialism in their own teaching as well as of essentialism in teaching materials. Although traditional, authoritarian and nationalist (TAN) ideology favors essentialist understandings of religions, these are not compatible with the cosmopolitan values expressed in the Education Act. Furthermore, essentialist education of religion based on the most devoted practitioners’ beliefs and practices creates a milieu where less devoted practitioners´ observance becomes questioned. },
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hallonstensimon_2024,
title = {Online Small Groups as Sites of Teaching: An Action Research Dissertation into Christian Religious Education in the Church of Sweden},
author = {Hallonsten, Simon},
year = {2024},
language = {eng},
publisher = {Enskilda Högskolan Stockholm},
keywords = {christian religious education; small groups; online learning; teaching; church of sweden; praktisk teologi med religionsbeteendevetenskap; practical theology including religious behavioural sciences},
abstract = {Centered around a reflective narrative recounting the experiences of a participatory action research project into leading online small groups for adults in the Church of Sweden Diocese of Stockholm during 2021 and 2022, the dissertation argues for the need to reconceptualize and reemphasize teaching as an important aspect in Christian religious education. Employing creative non-fiction methods, the dissertation aims to broaden the scope of the initial Online Small Groups project, by inviting readers to join into a “learning journey.” The narrative account is complemented with more traditional forms of analysis that connect experiences from online small groups in the Church of Sweden to similar research from Anglo-Saxon countries, noting especially how notions of community diverge due to different ecclesiological understandings. Insights are then synthesized into eight teaching strategies aimed at communicating actionable knowledge to small group leaders, before noting how the study complements research on Christian religious education and, particularly, the current debate about learning and teaching in the Church of Sweden.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2012,
title = {"Ta väl hand om Guds ord!": Koranen i IRE-undervisning i Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2012},
journal = {Islamologi},
pages = {57--75},
language = {swe},
publisher = {Stockholm : Carlsson Bokförlag},
keywords = {study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2011,
title = {Teachers and researchers cooperating to develop new knowledge for religious education},
author = {Skeie, Geir},
year = {2011},
journal = {PANORAMA},
volume = {23},
pages = {92--105},
language = {eng},
keywords = {religion; education; action research; practice; religionsdidaktik; ämnesdidaktik; praktiknära forskning},
issn = {0937-8219}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2009,
title = {Public Education/Private Religion: Redefining Borders in Religious Education},
author = {Bergdahl, Lovisa},
year = {2009},
journal = {Your Heritage and Mine},
pages = {60--67},
language = {eng},
publisher = {Uppsala : [Religionshistoriska avdelningen, Uppsala universitet]}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2024,
title = {Secular Worldviews in Religious Education: A Means to Develop Religious Literacy?},
author = {Kardemark, Wilhelm},
year = {2024},
journal = {Religious Literacy in Secular Religious Education: Nordic Perspectives and beyond / Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark (Hrsg.)},
pages = {143--158},
language = {eng},
publisher = {Münster : Waxmann}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2025,
title = {Religious Literacy in a Post-Lutheran Context. Religious education for a multicultural society},
author = {Niemi, Kristian},
year = {2025},
language = {eng},
keywords = {religious literacy; religious education; lived religion; religious studies and theology},
abstract = {Swedish Religious Education (RE) is sometimes at risk of reinforcing prejudice through a tacit Lutheran-secular lens and the world religions paradigm, leaving pupils to view religion as distant and irrelevant (Flensner, 2024; Kittelmann Flensner, 2015). This post-doctoral project has designed and classroom-tested a didactic model that starts from pupils’ own ritualised everyday practices and prepares them for informed participation in a multireligious democracy.The model integrates insights from research on lived religion, religious literacy and aesthetic education (Enstedt & Plank, 2018b; Hilger et al., 2010; Jahnke, 2023; McGuire, 2008; Moore, 2007). Comparative ethnography in India (Niemi, 2020) both highlights the Lutheran bias shaping Swedish RE and contributes strategies that expose learners to embodied ritual diversity, allowing them to practise conscious engagement.Research circles with teachers at two upper-secondary schools have refined the model through iterative classroom trials, yielding preliminary data. The resulting framework offers practical tools for worldview literacy, critical reflexivity and civic responsibility.This paper presents the model, its theoretical foundations and initial empirical insights.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2009,
title = {Snow, Kind Policemenand Health Care Facilities: choosing Teaching Material for IREin Muslim Schools in Sweden},
author = {Berglund, Jenny},
year = {2009},
journal = {Your Heritage and Mine},
language = {eng},
publisher = {Uppsala : Swedish Science Press},
keywords = {religious education; multicultural education; religionsundervisning; mångfald i skolan; subject didactics; ämnesdidaktik}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015,
title = {Att behandla frågor om våld, demokrati och religionsfrihet i religionsundervisningen. (Red)},
author = {Franck, Olof},
year = {2015},
journal = {Religion och livsfrågor},
volume = {2},
pages = {2015},
language = {swe},
keywords = {religion; demokrati; religionsfrihet; religionsundervisning},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2013,
title = {Islamic Education in Sweden},
author = {Berglund, Jenny},
year = {2013},
journal = {Islamic Education in Secular Societies},
pages = {163--181},
language = {eng},
publisher = {Framkfurt am Main : Peter Lang Publishing Group},
keywords = {islamic education; secular society; muslims; islam; religious education; historical studies; historiska studier}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018,
title = {Interkulturell religionsdidaktik: utmaningar och möjligheter},
year = {2018},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {innovative learning; innovativt lärande; religionsdidaktik interkulturalitet interkulturell undervisning},
abstract = {I religionskunskapsämnets kurs- och ämnesplaner framhålls betydelsen av att eleven utvecklar en mångkulturell kompetens präglad av ett ansvarsfullt förhållningssätt. Samtidigt har religion blivit ett alltmer laddat ämne i samhällsdebatten. Hur ska lärare i religionskunskap ta sig an utmaningarna i det mångkulturella klassrummet?
Boken närmar sig ämnet interkulturell religionsdidaktik ur en mängd synvinklar. Livfulla skildringar från mångkulturella klassrum varvas med mer teoretiskt resonerande kapitel som redogör för aktuell nordisk och europeisk forskning kring religionsundervisning präglad av mångfald. Faktorer som underlättar dialog och genuina möten i klassrummet presenteras utifrån konkreta exempel men ges också fördjupande analyser i flera kapitel. I boken tas även olika hinder upp, allt från otjänlig och missriktad begreppsbildning till förenklade synsätt, som står i vägen för realiserandet av de mångkulturella målen.
Boken är den första i sitt slag i Sverige och vänder sig till blivande och redan verksamma lärare i religionskunskap.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2008,
title = {Teaching Islam with Music},
author = {Berglund, Jenny},
year = {2008},
journal = {Ethnography & Education Journal},
volume = {2},
number = {3},
pages = {2},
language = {eng},
keywords = {islam; muslim; education; cultural heritage and cultural production; history of religion; subject didactics; ämnesdidaktik; international education; internationell pedagogik},
abstract = {We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana, a primary school teacher of Islamic religious education in a Muslim school in Sweden, music is an important but not uncontested part of Islamic religious education. Sana uses different genres of music, ranging from Islamic hip-hop and pop to more traditional nasheed. The music supports themes discussed in the classroom but also gives variation to the education. It happens that children comment and say that the hip-hop and pop-music Sana plays is haram, forbidden. Sana seldom touches upon the notion of music as forbidden or unlawful in the classroom, but nevertheless it is visible in her choices of music and the way she presents the music for the children. Outside the classroom, in interviews with the researcher, Sana talks about the necessity of finding Islamic role models that attract the young, instead of “bearded old men” that might have interesting things to say but have neither “the looks nor the language” to attract young people. Sana’s use of music within Islamic religious education is discussed to seize the meanings associated with music and understand the educational choices Sana makes in relation to music. The paper is based on fieldwork that took place during 2005 and 2006.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2023,
title = {Hedersrelaterat våld och förtryck i undervisningen},
author = {Svensson, Jonas},
year = {2023},
journal = {Mellan kunskap och fostran},
pages = {111--124},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {hedersrelaterat våld och förtryck; skola; undervisning; religionskunskap; religion; study of religions}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2022,
title = {Religious Literacy in Non-Confessional Religious Education and Religious Studies in Sweden},
author = {Enstedt, Daniel},
year = {2022},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
number = {1},
pages = {27--48},
language = {eng},
keywords = {religious literacy; curriculum studies; religious education; lived religion; critical religion},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2006,
title = {Nya mål?: religionsdidaktik i en tid av förändring},
year = {2006},
language = {swe},
publisher = {Swedish Science Press},
keywords = {religionsdidaktik; värderingsförändringar; religion/theology; subject didactics; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_1,
title = {Jobba med klimatfrågan i religionskunskapen: Tips på arbetsmaterial},
author = {Aldrin, Viktor},
year = {2024},
journal = {Religion & Livsfrågor},
volume = {3},
number = {2023},
pages = {15--17},
language = {swe},
publisher = {Uppsala},
keywords = {klimatkris; klimatfrågan; ekoteologi; religionskunskap; skola; religionspedagogik; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Klimatfrågan har blivit en framträdande fråga i medierna. Trots rikligt med material omämnet inom olika ämnen, brister det inom religionskunskapen på svenska skolor. Det finnsdock tillgängligt material – men på andra språk och för andra utbildningsystem än det ickekonfessionellasvenska. Denna artikel fungerar som en lista över webbplatser med arbetsmaterialom religion och klimat samt presenterar flera exempel på klimattutalanden frånreligiösa företrädare. Syftet är att med denna översikt öppna upp möjligheter för svenskareligionslärare att undervisa om klimatfrågan genom att erbjuda en kombination av godaexempel och allsidiga perspektiv.},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2023,
title = {Klimatfrågan och religionskunskap: En forskningsöversikt},
author = {Aldrin, Viktor},
year = {2023},
language = {swe},
keywords = {klimat; religionskunskap; skola; ämnesdidaktik; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian,
title = {'Jai Hind!' Socialization into civil religion in Indian schools},
author = {Niemi, Kristian},
language = {eng},
keywords = {education; civil religion; nationalism; india; religion; subject learning and teaching; ämnesdidaktik},
abstract = {India is a country of many religious traditions. Although the state is secular, an Indian understanding of 'secular' (open secularism) is different from the ‘rigid secularism’ common in Europe. This has enabled a particular flavour of civil religion to develop, influenced in part by traditional religion. The civil religion of India is studied through society’s primary arena for socialization: school education. Indian school education is analyzed through national and local syllabi and guidelines, as well as through ethnographic research, composed of interviews and observations from different school boards in India. The results indicate there is an Indian civil religion. In school education, other religious traditions are subsumed under it, as they are seen to exemplify values common in all. The nature of the civil religion is, however, contested; primarily by open secularism and Hindu nationalism.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_2,
title = {Practical Theology & Religious Education in Sweden 2024: Trends and themes. A keynote speech},
author = {Aldrin, Viktor},
year = {2024},
language = {eng},
keywords = {practical theology; religious education; sweden; trends; keynote; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {The keynote speech explores the organisation, trends, and future of Practical Theology (PT) and Religious Education (RE) in Sweden in the year 2024. It covers the history of RE and PT in Swedish Higher Education, noting changes post-1994 with non-confessional education and the split of church and state in 2000. Current trends highlight the complexity of non-confessionality, the rise of minority perspectives, and the integration of digital religiosity and globalisation themes. Looking ahead, the presentation anticipates increased interdisciplinary cooperation and Nordic networks, alongside potential challenges such as the marginalisation of these subjects and the risk of RE becoming voluntary in schools.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2014,
title = {In different worlds: religious discourses in students' space},
author = {von Brömssen, Kerstin and Risenfors, Signild},
year = {2014},
journal = {ISREV Session XIX (International Seminar on Religious Education and Values), York, UK, 27/7-1/8, 2014},
language = {eng},
keywords = {religious studies and theology; education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2017,
title = {The RE classroom as a safe public space: critical perspectives on dialouge, demands for respect, and nuanced religious education},
author = {Osbeck, Christina and Sporre, Karin and Skeie, Geir},
year = {2017},
journal = {Location, space and place in religious education},
pages = {49--66},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; diversity; safe space; pluralism; public space; religionsdidaktik; mångfald; respekt; didactic science for teachers and teaching professions}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2008_1,
title = {Teaching Islam: Approaching Secular Hegemony in Education},
author = {Berglund, Jenny},
year = {2008},
journal = {Postcolonial Challenges to the Study of Religion},
pages = {29--48},
language = {eng},
publisher = {Uppsala : Swedish Science Press},
keywords = {islam; religionsundervisning; postkolonial}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2022,
title = {Ecotheology in religious education: Jewish, Christian and Muslim youth calls for environmental ethics},
author = {Aldrin, Viktor},
year = {2022},
language = {eng},
keywords = {ekoteologi; miljöetik; religionsdidaktik; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2018,
title = {Addressing Existential Issues through the Eyes of Swedish Religious Education Teachers},
author = {Löfstedt, Malin and Sjöborg, Anders},
year = {2018},
journal = {Challenging Life},
pages = {83--100},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; sweden; existential question; existential issue; world view; teacher; survey; interviews; sociology of religion; religionssociologi; curriculum studies},
abstract = {Existential issues have been integral to the non-confessional subject of religious education (RE, ‘religionskunskap’) in Sweden since the late 1960s. This chapter deals with Swedish RE teachers’ prioritizations and reflections concerning existential issues in RE teaching. Data from interviews and classroom observations with 21 RE teachers in lower and upper secondary schools are analysed together with data from a national survey among RE teachers (n= 2342). The findings suggest that while teachers see existential issues as very important, they are far more likely to prioritize the study of ‘world religions’, referring to lack of time and a need to teach from a factual basis. These prioritizations are discussed in relation to religion as a private matter, the concept of religious literacy, and the ‘Nussbaumian’ three crucial capacities of education.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_1,
title = {Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond},
year = {2024},
language = {eng},
publisher = {Waxmann Verlag},
keywords = {religious education},
abstract = {In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_3,
title = {Religious Education in an era of multiple religious crises: Secularisation, Pandemics and Climate Change},
author = {Aldrin, Viktor},
year = {2024},
language = {eng},
keywords = {religious education; climate change; pandemics; secularisation; sweden; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2009_1,
title = {Teaching Islam: Islamic Religious Education at Three Muslim Schools in Sweden},
author = {Berglund, Jenny},
year = {2009},
language = {eng},
publisher = {Uppsala universitet},
keywords = {islamic religious education; ire; religious education; muslim school; ethnography; teaching; educational choices; islam; quran; islamic history; singing},
abstract = {This study concerns the formulation of Islamic religious education (IRE) at three Swedish Muslim schools which offered IRE as an extra curricular subject, one to three hours per week. The study contributes to the understanding of how IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. The meaning of the studied IRE was construed as a way of building connectedness between pupils to both the common Islamic tradition and the Swedish society, but also highlighting and establishing connections between these two entities. The primary finding is that it is inaccurate to speak about IRE in homogeneous terms since the content varies distinctively between different schools. In addition, it has been found that the educational questions considered by the involved teachers are similar to those considered by many other types of teachers. Although classroom observations and teacher interviews showed that the general content of all three IRE classrooms included the teaching of the Quran, Islamic history through religious narratives and song, specific content variations were evident. Differences concerned approaches to the teaching of the Quran, ways of using religious narratives and genre of songs. Therefore pupils in each school received somewhat different answers to local and global questions that were raised in the classrooms, indicating somewhat different interpretations of Islam. These differences suggest that the depiction of IRE as a transmission of Islam to the younger generation is not accurate since it leads to the impression that religions are insulated entities that are capable of being passed from one generation to the next without any change taking place. Instead this study shows that the teachers translate the content of IRE according to their perception of what is vital for their pupils to know and suitable for them to comprehend since they constantly choose content and negote its meaning.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2022,
title = {”Jag brukar säga att religionskursen är som en liten survival kit” – religionslärares uppfattningar av religionsämnets innehåll och roll i gymnasieskolan},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2022},
journal = {Nordidactica},
volume = {1},
number = {12},
pages = {48--70},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {religions study education; rationale; subject foci; teaching; teacher assignment cher; religionskunskapsundervisning; undervisning; läraruppdrag; religionskunskap; ämnesfokus; religious studies and theology; subject-specific education; utbildningsvetenskapliga studier},
abstract = {This article departs from the educational reform of upper secondary school 2011, and the changing in the curricula for religion studies education. Our theoretical point of departure is inspired by Ivor Godson's and Thomas Popkewitz's understanding of a school subject and its relation to socialisation. In relation to their understanding of a school subject and its socializing role, we see a didactical implication that the subject of religious study education will fall back to transferring knowledge that is easy to teach, control, assess, and grade. We wonder how teachers in religion education studies respond to, and handle existential and pupil related questions in the classroom when they, for example, are addressed with questions about life and death, the environmental crisis or global poverty, even if there is no scheduled time for such matters. To answer this question, we have interviewed eleven religion education teachers from different programs in upper secondary school about how they consider the subject, its content and purpose and how this materialises in their teaching. The conclusions we could draw from our interviews are that most of the teachers try to be open and respond to existential and pupil-initiated questions, even if there is no scheduled time for this, while others focuses on facts about the Abrahamitic religions. },
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2024,
title = {Teaching lived religion to post-secular Lutherans and other Swedes},
author = {Niemi, Kristian and Dalevi, Sören},
year = {2024},
journal = {The book of abstracts-NCRE2024},
pages = {12--13},
language = {eng},
publisher = {: Karlstads universitet},
keywords = {religious education; religious literacy; lived religion; sweden; religious studies and theology},
abstract = {Education in Swedish religious education is, as argued by Niemi (2018), Berglund (2013), Enstedt & Plank (2018), Halvarson Britton (2019), and others steeped in both the World Religions Paradigm (cf. Owen, 2011; Masuzawa, 2005) and a Protestant, Lutheran perception. It impacts both how religion is perceived, and what is taught about religion. It is furthermore limited by a notion of secularity and a “cramp of objectivity” (Hartman, 2011). This view is articulated in the national curriculum of the school subject of RE, and is enacted by teachers (Dalevi & Niemi, 2016). Research on Swedish RE classrooms has shown, that more often than not religion is depicted as something strange, and adherents as “others” (cf. Kittelmann Flensner, 2015). The question at this juncture concerns the role of the school and religious education, and, most importantly, what the school, given this context, ought to do. In this article, we will explore what religious education could look like, and what purposes it could fulfil. In our view, the research direction focusing on Lived Religion is of particular significance, where elements such as the student’s own life world, materiality, practices, and access to narratives are utilised in a way that does not see religion as a separate entity, but as an integral part of everyone’s life (Enstedt & Plank, 2018). This bottom-up rather than top-down approach, which has been previously overlooked and even disparaged, has recently undergone a renaissance (cf. Rosa 2023). This way, rather than focusing on “the world religions”, the actual practices and materiality can be focused, on that not only religions share, but secular worldviews as well. Thus, a better understanding of religion as a phenomenon can be fostered, and perhaps of life as well. Making sense of religion, rather than portraying those belonging to religions as “others”.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2016_1,
title = {Vad kännetecknar ämnestexter? (inriktning religion)},
author = {Dalevi, Sören and Niemi, Kristian},
year = {2016},
language = {swe},
publisher = {Skolverket},
keywords = {religion; religionsdidaktik; text; ämnesdidaktik; ämnestext; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2018,
title = {Balancing on the Borders: How Swedish Teachers Deal with Personal Experiences of Religion in Non-Confessional Religious Education},
author = {Sjöborg, Anders and Löfstedt, Malin},
year = {2018},
journal = {Religious Experience and Experiencing Religion in Religious Education},
pages = {171--186},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {sociology of religion; religionssociologi}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_1,
title = {Comparing Through Contrast: Reshaping Incongruence Into a Mirror},
author = {Niemi, Kristian},
language = {eng},
keywords = {comparative education; religious education; religion; comparative methodology; mirroring; subject learning and teaching; ämnesdidaktik},
abstract = {The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed (Schweitzer 2004; Schweitzer and Schreiner 2020). Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms which might lead to misunderstandings and confusion — friction, in short. A methodology to handle such cases will be suggested, based on a comparative methodology developed by Bråten (2013) and key terms from Jackson (1997). In that way, friction will actually reveal opportunities to gain new insights about the context of origin in particular which otherwise might not have been reached. The article is based on the authors own, previous research involving cross-cultural comparison of religious education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025,
title = {Empowering Hope: Responses to Climate Change and Global Injustices in Practical Theology and Religious Education},
author = {Aldrin, Viktor},
year = {2025},
language = {eng},
keywords = {climate change; religious education; practical theology; nordic countries; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {This paper explores the concept of hope within the context of global climate change in the Nordic countries, based on a forthcoming essay for a Handbook anthology. It builds upon two systematic reviews (Aldrin 2024; Aldrin forthcoming) examining theoretical and empirical studies related to climate anxiety and actionable hope among youth. Integrating climate change issues remains complex in current educational practices – regardless of them being confessional or non-confessional. While climate change has been addressed within natural sciences and civic studies, its psychological, ethical, and existential dimensions are largely neglected. Religious communities and their leaders, alongside Nordic scholars, advocate for incorporating religious perspectives into climate change education. This paper also introduces the Collaborative Network for Climate Change in Religious Education (CORE), established in 2024 with over 40 members from Europe, Africa, and America. The network serves as a platform promoting interdisciplinary collaboration between researchers, educators, and religious practitioners. By bridging theological insights with practical engagement, the network aims to empower communities to address climate-related powerlessness through ethical reflection and practical action. This study argues that Practical Theology and Religious Education, particularly through initiatives like CORE, can effectively promote resilience and transformative hope in response to ecological and social crises.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025_1,
title = {Forskningsetik vid Högskolan i Borås 2025: Konsekvensbedömning av nyetikprövningslag samt nulägesrapport},
author = {Aldrin, Viktor},
year = {2025},
language = {swe},
publisher = {Högskolan i Borås},
keywords = {forskningsetik; högskolan i borås; studentundantaget; forskningsetisk lagstiftning; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {Rapporten ger en samlad analys av det forskningsetiska arbetet vid Högskolan i Borås 2022–2025 ställt utifrån de föreslagna ändringarna av etikprövningslagen om forskning på människor (SFS 2003:460). Granskningen bygger på interna dokument, intervjuer och utskottets egna erfarenheter och syftar till att identifiera styrkor, brister och utvecklingsbehov i relation till gällande lagstiftning och promemorian om en ny forskningsetiklag (Ds 2024:21). Granskningen konstaterar att lärosätet har en god forskningsetisk grund, präglad av engagerade forskare och ett väl fungerande rådgivningsarbete i det forskningsetiska utskottet. Samtidigt framträder tydliga organisatoriska utmaningar: parallella strukturer utan samordning, otydliga ansvarsfördelningar, varierande praxis mellan akademier och bristande hantering av forskningsetiska frågor i utbildningen såsom forskningsetiska risker för examensarbeten. Därutöver saknas ett sammanhållet system för uppföljning och dokumentation av forskningsetiska beslut. Den föreslagna nya lagen skulle innebära ökat lokalt ansvar för etikbedömning och därför kräva utvecklade interna riktlinjer, riskbedömningar och utbildningsinsatser. Sammantaget visar rapporten att högskolan har goda förutsättningar men behöver stärka sina strukturer för att säkerställa likvärdighet och rättssäkerhet.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2024,
title = {Introducing Religious Literacy and Education in the Nordic Countries},
author = {Enstedt, Daniel and Kardemark, Wilhelm and Kittelmann Flensner, Karin},
year = {2024},
journal = {Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond / Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark (Hrsg.)},
pages = {21--38},
language = {eng},
publisher = {Münster : Waxmann},
keywords = {religious education; religious literacy; nordic countries}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_holmqvistlidcarina_2018,
title = {Representera och bli representerad: elever med religiös positionering i möten med skolans religionskunskapsundervisning},
author = {Holmqvist Lid, Carina},
year = {2018},
journal = {Interkulturell religionsdidaktik : utmaningar och möjligheter / Olof Franck, Peder Thalén (red.).},
pages = {87--105},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religionsundervisning; interkulturell pedagogik; religious education; multicultural education; sverige}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2024,
title = {Religious Empathy and Religious Literacy in Non-Confessional Religious Education},
author = {Flensner, Karin K.},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {159--176},
language = {eng},
publisher = {Münster : Waxman Verlag},
keywords = {religious literacy; religious empathy; non-confessional religious education},
abstract = {Book abstract:In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_4,
title = {From Anxiety to Action: How Practical Theology with Religious Education Can Foster Global Climate Cooperation},
author = {Aldrin, Viktor},
year = {2024},
language = {eng},
keywords = {climate change; religious education; practical theology; global perspectives; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {The climate crisis, with its global reach, demands diverse solutions, yet many religious education curricula, for example in Swedish schools, lack climate-focused content. Given that climate change disproportionately affects different regions, a postcolonial perspective is crucial in understanding the disparity between the crisis’s causers and victims. Religions contribute diverse ethical frameworks and spiritual resources, providing both identity and hope in the face of ecological anxiety. By integrating climate concerns into religious education, students can engage with concepts such as eco-theology, climate justice, and the spiritual responsibilities of humans toward nature. This integration fosters critical discussions on the socio-political roles of global religious institutions, such as the World Council of Churches can serve as platforms for dialogue and cooperation. The paper will also discuss the collaborative development of educational materials, highlighting the importance of cooperative work between educators, theologians, and interfaith groups. By drawing on examples from various religious traditions, the paper emphasises the potential of religious education to offer constructive, globally unified responses to the climate crisis while respecting the plurality of religious experiences.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jahnkefredrik_2023,
title = {Religious literacy: how do we recognize it when we see it, and then what?: Arguments for a reformed use of religious literacy in RE research, international knowledge transfer and teacher training programs},
author = {Jahnke, Fredrik},
year = {2023},
journal = {Educating Religious Education Teachers: perspectives of international Knowledge Transfer},
pages = {117--134},
language = {eng},
publisher = {Göttingen : V&R Unipress},
keywords = {religious literacy; literacy; learning about religion; world religion paradigm; interpretative repertoires; sense making},
abstract = {To facilitate and strengthen teacher training knowledge transfers, certain theoretical andanalytical concepts must be scrutinized, one of which is religious literacy. This chapterstarts with a short survey on the use of religious literacy in different international contexts,from which it was found that religious literacy is far from a coherent concept. Despite this,religious literacy is not a redundant term. Quite the opposite. This chapter argues thatreligious literacy could prove useful in several research areas if there were a transformedunderstanding and use of religious literacy as a concept. The main objective of this chapteris to initiate this endeavour and suggest a new framing that could assist in a more cohesiveand practical use of religious literacy in its own right. The first step is to tie religious literacycloser to its origin in new literacy studies. One important distinction, on the other hand, isto demarcate religious literacy from other established RE research concepts, such aslearning about religions. Finally, it is argued that religious literacy should be understood inrelation to interpretative repertoires and used to study different linguistic and commu-nication capacities. If we follow the trajectory set out in this chapter, we will enhance ourtheoretical and explanatory toolbox and our possibilities to develop children and youngpeoples’ sense making in relation to religion in schools.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2017,
title = {Where is Norwegian religious education research heading? A discussion based on two dissertations.},
author = {Skeie, Geir},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {27--48},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; phd; norway; research; epistemology; religious studies and theology; didactic science for teachers and teaching professions},
abstract = {Norwegian religious education research has produced more than 30 dissertations since late1990’s and has a strong and growing research record in spite of a rather weak and vulnerable position in academic structures. In order to assess the situation and to discuss future possibilities, the article presents the research context and go on to discuss the dissertations of Geir Skeie (1998) and Bengt-Ove Andreassen (2007). It is argued that they have many similarities, but also differences in the way they address the field and discuss epistemological issues. Theory, method and effects of the dissertations in the research community are mentioned and this leads to a deliberation about the role of academic disciplines in the construction of religious education research. A final discussion concludes that systematic reviews of religious education research would be helpful in order to develop future research and to avoid less fruitful disciplinary rivalries.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_5,
title = {The role of Religious Education in addressing climate change in an era of multiple crises: Results from a systematic review},
author = {Aldrin, Viktor},
year = {2024},
language = {eng},
keywords = {religious education; climate change; systematic review; hope; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {In the current climate crisis, juxtaposed with the rise of neofascist ideologies in Europe, war in Ukraine and economic recession, religious education holds an important role in addressing the existential challenges of pupils and students. This paper presents a systematic review at the intersection of climate change and religious education, as recently published (Aldrin 2024). The review encompasses 49 international academic articles published between 2000 and 2022, categorized into theoretical and methodological studies, observational studies, and quantitative analyses. The paper explores how religious education can address the existential challenge of climate change amid political, societal, and environmental crises. Key findings highlight the recognition of the environmental crisis among religious educators and the emphasis on fostering hope and proactive engagement. This perspective counters the traditional critique of religion as ignorant of earthly troubles in favor of celestial salvation. Religious argumentation is a striking feature of many of the articles, offering hope and suggestions from a theological context. Perhaps it is time for religious education to acknowledge that people all over the world, from a wide range of worldviews and religions, find hope for a better future within their own theological contexts, and that religious differences can be seen as constructive.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2020,
title = {Eleven och den andre: Statliga attityder till religion och livsåskådning i riktlinjer om sammankomster med religiösa inslag i skolan 2012 och 1967},
author = {Aldrin, Viktor},
year = {2020},
journal = {Nordidactica},
volume = {1},
number = {2020},
pages = {137--153},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {policy; attitudes; education; religion; pluralism; swedish school agencies; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet; religious studies and theology},
abstract = {This study aims at investigating and comparing state attitudes towards confession in policies regarding meetings with religious elements at schools. Two state policies have been examined through a text analysis inspired by Critical Hermeneutics – the 2012 guidelines, currently in use, and a historic guideline from 1967. Results show that two different stands are emerging regarding confessional elements. In the 1967 policy, pupils are encouraged to meet and tolerate different religious perspectives including non-religious attitudes in order to develop a democratic consciousness. Half a century later, the 2012 policy consider confession as problematic and something from which pupils ought to be protected. The study ends with a discussion of how recent regulations align with the ambition of training pupils in the encounter with religious others in the multicultural society Sweden and Europe presently are part of. Perhaps, something could be learned from previous state regulations – that encountering otherness does not necessary lead students to question their own beliefs, rather it may expand their horizon of cultural competence.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023,
title = {What Did 20th-Century Educators Think about Religious Education and its Role in Students’ Sustainable Development?},
author = {Chorna, Viktoriia},
year = {2023},
journal = {Proceedings of The 7th International Conference on Research in Education, Teaching and Learning},
language = {eng},
publisher = {Berlin : IECTL},
keywords = {primary schools; pupils; tolerance; moral and spiritual development; culture; and religious education; historical studies; historiska studier},
abstract = {The title of the research is «The Child. The Religion. The Sustainable Future: How it Started in Sweden and Where it is now?» The purpose of research is to determine the historical and pedagogical foundations of the formation of students’ sustainable development in Swedish Primary Schools during their religious education from 1900 till now. The main task of research is to identify the main trends of transformation of the content of religious education as part of the social-cultural of younger schoolchildren since 1900 till now and determine the prospects of their application in modern primary schools.Methods and materials.General methods: Analysis, Synthesis, Induction, Deduction, Analogy Specific scientific methods: a historical-structural, constructive and genetic, comparative analysis Source material: books, articles, pictures, videos, reports, policy, archives materials.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2023_1,
title = {School Ending Ceremonies in the Church: How the Church of Sweden Lost its Influence over Public Religious Education},
author = {Aldrin, Viktor},
year = {2023},
language = {eng},
keywords = {church of sweden; religious education; school ending ceremonies; skolavslutningar i kyrkan; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017,
title = {Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics},
author = {Franck, Olof},
year = {2017},
journal = {Programme International Society for the Sociology of Religion/Socité International de Sociologie des Religions (ISSR): Religion, Cooperation and Conflict in Diverse Societies, Lausanne 4th - 7th of July 2017},
language = {eng},
keywords = {sustainability education; religious ethical claims; democratic iterations},
abstract = {The aim of this presentation is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The idea that religion, by proposing claims for knowledge of absolute authorities such as ‘divine beings or supernatural dimensions’, offers capacity for uniting various ethical life-views and positions, is made the object of critical reflections. An alternative position is outlined: religious claims of this kind rather have to be interpreted as democratic iterations, paving the way for constructive agonistic communication inside, as well as outside, classrooms where RE and ethics education are carried out with reference to various dimensions of social sustainability. Such teaching contexts may be apprehended as ‘democratic communities’ where religious justifications for ethical positions that refer to absolute divine or supernatural authorities, could be seen as constructively challenging the borders for mutually respectful communication, and therefore as being important to highlight within ethics education on sustainability. Religious claims for ethical positions can, considered as democratic iterations, be thought to pave the way for a communication of the kind mentioned in pluralistic contexts, and they ought to be highlighted within ethics teaching on sustainability. References to absolute ‘divine’ or ‘supernatural’ authorities may contribute to the development of ethical re-thinking and to dynamic discussions, inspiring and nurturing to all those engaged in the communicative process.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wiktorinpierre_2020,
title = {Undervisning om hindusim och buddhism},
author = {Wiktorin, Pierre and Sjödin, Anna-Pya},
year = {2020},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {4--6},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {religionsdidaktik; hinduismer; buddhismer},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2020,
title = {Tolerance And Criticism Within Religious Education},
author = {Löfstedt, Malin and Sjöborg, Anders},
year = {2020},
journal = {A Constructive Critique of Religion},
language = {eng},
publisher = {London : Bloomsbury Academic},
keywords = {teacher; school; religion; critique of religion; critical religious literacy; religious diversity; secularism; sociology of religion; religionssociologi; curriculum studies},
abstract = {There is a growing awareness in many Western countries concerning religious and cultural diversity. In this situation, expectations are often raised that public education should provide pupils with knowledge and competences to prepare them for a society characterized by a variety of worldviews. Also in the non-confessional Swedish school subject of Religious Education, central aims of the subject include the fostering of tolerance and literacy of citizens. Another principal task is to promote critique of religion (National Agency for Education, 2011). This makes the Swedish case especially interesting for exploring if and how these timely but also demanding tasks may be combined, and to what degree public education can contribute to a more sensible and nuanced public discussion on religion. The role of Religious Education teachers in this respect is however understudied, which is notable since the teachers are pivotal. They can be found caught between demanding, multiple, and sometimes diverging aims regarding the subject. This chapter will investigate how RE teachers describe critique of religion in relation to their teaching, and what didactical strategies they use to handle critique of religion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ammertniklas_2015,
title = {"Det känns mera meningsfullt om det handlar om det": Värdefrågor, elever och undervisningens innehåll},
author = {Ammert, Niklas},
year = {2015},
journal = {Religionsdidaktiska studier},
pages = {5--18},
language = {swe},
publisher = {Kalmar och Växjö : Linnaeus University Press},
keywords = {study of religions; history education; historia – didaktisk inriktning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025_2,
title = {Fostering Hope in a Displaced World: The Role of Practical Theology and Religious Education in Addressing Climate Change},
author = {Aldrin, Viktor},
year = {2025},
language = {eng},
keywords = {climate change; religious education; practical theology; hope; systematic review; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {This paper explores the role of practical theology, with a focus on religious education, in addressing the intertwined crises of climate change and displacement through a systematic review of journal articles. As climate change increasingly disrupts communities, leading to displacement and the severing of connections to land and home, practical theology offers a perspective of hope in responding to these challenges. The systematic review encompasses 49 articles, categorised into theoretical, observational, and quantitative studies. Two central themes emerge from this analysis: the recognition of an ecological crisis and the construction of hope. The ecological crisis underscores the urgency of change, particularly as communities are forced to grapple with the trauma of displacement. However, practical theology, through the lens of religious education, provides a framework for understanding and addressing these crises, offering a sense of hope that is essential for both individuals and communities as they seek to rebuild their sense of home. Practical theology can play a crucial role in the reconstruction of community and belonging in the face of environmental disruptions. This study highlights the importance of integrating religious perspectives into broader discussions on climate change and displacement, advocating for practical theology with religious education as a vital tool in nurturing resilience, fostering hope, and contributing to the rebuilding of homes and communities amidst ongoing ecological and social upheaval. By doing so, it suggests that practical theology can become a powerful force for positive change in a world increasingly affected by environmental and social challenges.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2016,
title = {Frågebaserad professionsetik eller etiska riktlinjer i högre utbildning?: Fungerar SULF:s yrkesetiska riktlinjer i relation till breddad rekrytering och deltagande, eller är det dags för en ny form av yrkesetik i högre utbildning?},
author = {Aldrin, Viktor},
year = {2016},
journal = {Högre Utbildning},
volume = {2},
number = {6},
pages = {109--119},
language = {swe},
keywords = {professionsetik; högre utbildning; partiklulär etik; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Syftet med denna artikel är dels att undersöka hur den existerande professionsetiken ser ut för universitetslärare idag, 2016, dels att pröva utforma en ny, frågebaserad professionsetik, som istället för riktlinjer utgår ifrån de didaktiska frågorna hur, vad, varför och vem? Som en grund för artikeln står dels SULF:s etiska riktlinjer från 2005 för universitetslärare, dels den problematik som breddad rekrytering innebär vad gäller studenters prestationer och förutsättningar till studier. Stora brister identifieras i SULF:s etiska riktlinjer, framför allt vad gäller synen på svaga studenter och lärarens roll att hjälpa studenterna att nå godkända betyg i sin universitetsutbildning. För att ge universitetslärare den etiska assistans som SULF:s riktlinjer talar om, behövs en ny ansats till professionsetiken i högre utbildning. En konsekvens av denna slutsats är därför artikelns konceptuella modell för en ny professionsetik för universitetslärare som benämns som frågebaserad etik där universitetsläraren inte bara grundar sin reflektion om undervisning i etiska ställningstaganden utan även låter denna reflektion mynna ut i pedagogisk handling med hjälp av de didaktiska frågorna ”Vad utgör undervisningens innehåll?”, ”Hur väljs undervisningens metod ut?”, ”Varför bedrivs undervisningen?”, samt ”Vem deltar i undervisningen”. Svaren på dessa frågor är, enligt modellen, universitetslärarens egna, och är alla beroende av etisk reflektion för att kunna formuleras och realiseras.},
issn = {2000-7558}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018,
title = {Mainstream Secular and Qur'an-based Islamic Education: Student Perspectives on the Relation between Two Disparate Forms},
author = {Berglund, Jenny},
year = {2018},
journal = {European Perspectives on Public Education and Public Schooling},
pages = {390--408},
language = {eng},
publisher = {Sheffield, UK : Equinox Publishing},
keywords = {quran education; islamic education; public schooling; subject learning and teaching; ämnesdidaktik},
abstract = {This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025_3,
title = {Vem bestämmer vad som är kristendom i skolan?: Religiösa och sekulära tolkningsföreträden i en postsekulär tid},
author = {Aldrin, Viktor},
year = {2025},
journal = {Religion & Livsfrågor},
volume = {2},
number = {2025},
pages = {13--15},
language = {swe},
publisher = {Uppsala},
keywords = {religionsdidaktik; skola; kristendom; postsekulär; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {Artikeln undersöker frågan om tolkningsföreträde för kristendom i svensk skola i en postsekulär tid, där sekulära och religiösa perspektiv samexisterar och påverkar varandra. Genom tre exempel – skolavslutningar i kyrkan, kristendomen i läromedel, samt skiftet från ortodoxi till ortopraxi – analyseras hur kristendomens uttryck förändrats och hur detta påverkar religionsundervisning och rättsliga bedömningar. Skolavslutningar i kyrkan blottlägger spänningar mellan tradition och konfessionalitet i en skola som enligt läroplanen ska vara icke-konfessionell. Läromedelsanalysen visar hur kristendom framställs både som levd tro och som kulturellt arv, ofta präglat av sekulär förståelse. Det tredje exemplet pekar på en djupgående förändring inom svensk kristendom: från en fokus på rätt lära (ortodoxi) till rätt handling (ortopraxi), särskilt synlig i asylprövningar där "genuin" tro mäts enligt föråldrade kunskapskrav. Artikeln argumenterar för att religionsundervisning i Sverige ofta bygger på en statisk och förenklad modell av religion, vilket riskerar att förvanska undervisningens innehåll. Istället bör undervisningen ta sin utgångspunkt i de levda religiösa uttrycken, såsom de faktiskt kommer till uttryck i dagens samhälle. Genom att lyssna till religionens föränderliga former kan skolan bättre förstå och gestalta kristendomens roll i en postsekulär tid.},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_1,
title = {European Perspectives on Islamic Education and Public Schooling},
year = {2018},
language = {eng},
publisher = {Equinox Publishing},
keywords = {islam; education; public schooling; subject learning and teaching; ämnesdidaktik},
abstract = {Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025_4,
title = {CHANNEL 3 - PRACTICES OF POWER, EMPOWERMENT, AND CRITIQUE: [Chair for session]},
author = {Aldrin, Viktor},
year = {2025},
language = {eng},
keywords = {practical theology; religious education; decolonialisation; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_olofssonhans_2023,
title = {Utkik 7-9 Religion grundbok},
author = {Olofsson, Hans and Nordin, Magdalena},
year = {2023},
language = {swe},
publisher = {Gleerups Utbildning AB},
keywords = {lärobok; digitalt läromedel; religionskunskap; högstadiet; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019,
title = {Samma konflikter men olika inramning: Kontroversiella frågor relaterade till Mellanösternkonflikterna i religionskunskap och samhällskunskap},
author = {Flensner, Karin K},
year = {2019},
journal = {Nordidactica},
volume = {3},
pages = {73--100},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; social studies; controversial issues; conflicts classroom observation; educational science; subject-specific education},
abstract = {The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic, antisemitic and islamophobic discourses. The overall aim of this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Social Studies. Are there differences in content and ways of talking in Religious Education compared to Social Studies and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Social Studies at Swedish upper secondary schools. Interviews with teachers and focus group interviews with pupils have been conducted. The analyses indicate that migration, terrorism, anti-semitism, and islamophobia were major themes raised in relation to the conflicts in both subjects. The experiences of pupils largely affected classroom discourse. However, there were differences between how the conflicts were framed and discussed. In Religious Education, it was more common for teachers to downplay conflict perspectives and emphasize empathy, similarities and existential features while in Social Studies there was greater focus on formal ways of dealing with conflicts in terms of regulations and institutions. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2015,
title = {Kunskapen i kyrkorummet: Hur kyrkopedagogik skapar bredare förståelse av religion för skolelever},
author = {Dalevi, Sören},
year = {2015},
journal = {Prismet},
volume = {4},
number = {66},
pages = {189--202},
language = {swe},
publisher = {Oslo : IKO-forlaget A/S},
keywords = {religious education; aesthetic learning; church; non-confessional; kirchenpädagogik; religious studies and theology},
abstract = {In recent years, scholars in the field of Religious Education have noted a tendency to theorize and intellectualize in the teaching of this school subject in Sweden and Norway. The consequence of the theorization is that many who belong to a religious tradition do not recognize themselves when their religion is presented in class. This study is based on texts and images that pupils in a Swedish primary school class (ages 11-12) made after visiting a church. The study shows how the German method Kirchenpädagogik (Church pedagogy) can give primary school pupils a broader understanding of and insights into what religion can be. By visiting a holy place, pupils acquire knowledge of other aspects of the religion in question. The article shows that the learning the pupils themselves emphasize after meeting with a religious place primarily is of aesthetic nature.},
issn = {0032-8847}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_1,
title = {Introduction},
author = {Berglund, Jenny},
year = {2018},
journal = {European Perspectives on Islamic Education and Public Schooling},
pages = {1--8},
language = {eng},
publisher = {Sheffield, UK : Equinox Publishing},
keywords = {islamic education; public schooling; religious education; subject learning and teaching; ämnesdidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2025,
title = {John Ronnås och livsfrågemetodiken},
author = {Berntson, Martin},
year = {2025},
journal = {Getahun Abraham, Elin Almér, Karin Flensner, Osa Lundberg & Signild Risenfors (red.), Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet: En vänbok till Kerstin von Brömssen},
pages = {61--74},
language = {swe},
publisher = {Trollhättan : Högskolan Väst}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2018,
title = {Threshold Concepts in Religious Studies at Swedish Higher Education},
author = {Niemi, Kristian},
year = {2018},
language = {eng},
keywords = {religious studies and theology},
abstract = {To master an academic discipline is a challenge, and different scientific disciplines have their own, specific challenges for novices. Threshold concepts, as developed by Jan H. F. Meyer and Ray Land, have proven to be pedagogically fruitful concepts, related to the gradual mastery, by the novice, of a subject specific perspective. In this paper, the theory is introduced, followed by an overview of uses within Religious Education (RE). Earlier research has primarily focused confessional RE. Through empirical material (interview and survey) from students in science of religion, the general discussion is moved a specific set- ting, in Swedish university teaching of Religious Studies, where it is argued that lived religion, world religion paradigm, emic / etic, and orthodoxy / orthopraxy, could be considered to be threshold concepts in Sweden. These concepts could be viewed as keys into the discipline Science of Religion, and through using the threshold concepts in planning courses, teaching may be improved.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_tilanderke_2000,
title = {Distansutbildning analyserad med hjälp av symbolisk interaktionism och rollteori},
author = {Tilander, Åke},
year = {2000},
journal = {FLOW3},
pages = {41--49},
language = {swe},
publisher = {Gävle : Högskolan i Gävle},
keywords = {distans; distansutbildning; symbolisk interaktionism; rollteori; samspel; religion/theology; technology and social change; subject didactics; ämnesdidaktik; psychology of religion; religionspsykologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2012,
title = {Trialog i lärarutbildningen: om undervisning i religionsdidaktik och lärande av "religionslärarkunskaper"},
author = {Deborg, David},
year = {2012},
language = {swe},
keywords = {religionskunskapslärare; trialog; religionsdidaktik}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2015,
title = {Discourses of religion in the classroom practice: Religious Education in upper secondary school at vocational and academic preparatory programs.},
author = {Kittelmann Flensner, Karin},
year = {2015},
journal = {The European Network for Religious Education through Contextual Approaches (ENRECA) "Location, space and place of religion in religious education" ENRECA Symposium 9th -11th April 2015, Vienna, Austria.},
language = {eng},
keywords = {educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2023_2,
title = {Theological narration with children in a time of emerging crisis},
author = {Aldrin, Viktor},
year = {2023},
language = {eng},
keywords = {covid-19; religious education; sweden; germany; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {This paper focuses on the 2020–2022 COVID-19 pandemic of and its consequences for Religious Education in Germany and Sweden, and the online instructional texts for children and families provided by four Protestant denominations. It applies Hellspong’s comparative analysis of factual texts on the themes of language, content and social tone. The first question investigates how the analysed denominations compare in their instructional texts for families. The results show that all the texts acknowledge the difficulties of the pandemic and offer suggestions on how to cope and find new tools for Religious Education. All the texts pertain to theological orthodoxy, seldom providing any extra-denominational links and, if so, to similar denominations. The second question concerns what can be learned from these online instructional texts with respect to future pandemics with extended lockdowns. Online instructional texts from churches provide a platform for acknowledging suffering, and providing hope and means of assistance. Curated lists of links offer suggestions to families about what to do when they have run out of ideas. However, parents with little pedagogical training could also be assisted when providing home schooling. If used well, these online instructional texts can bring hope in times of trouble during a pandemic.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2014,
title = {Kristendomen har en ny plats på schemat},
author = {Aldrin, Viktor},
year = {2014},
journal = {Pedagogiska Magasinet},
number = {4},
pages = {48--51},
language = {swe},
publisher = {Stockholm : Lärarförbundet},
keywords = {religionskunskap; skola; kristendom; orientaliska kyrkor; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
issn = {1401-3320}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_1,
title = {The conflict over religious practice in Swedish schools: The Church of Sweden and its struggle to redefine its Lutheran confession in a secular state},
author = {Aldrin, Viktor},
year = {2018},
language = {eng},
keywords = {religion; schools; secularisation; church of sweden; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {A vital aspect of the Church of Sweden is its Lutheran confession and its emphasis on the Two regiments doctrine - an equal interest of working together in the Nation state of Sweden. According to Casanova (2014), the Nordic countries have experienced a secularism where religion has merged with the state and become a department. At the end of the 20th century, state and church separated, and the Church of Sweden became a "free" denomination. in the public schools, this separation has led to a conflict between the church and state. Thus, the distribution of rights according to the Lutheran doctrine is no longer valid. The state discards the Church of Sweden's "spiritual regiment" for the society, considering its religious practices as illegal within the school system. Ecclesiastical debates have begun on a new Lutheran identity formation within the church - that of a church of a minority in a postsecular context. The aim of this paper is to examine this identity formation and, the conflict over religious practices in the schools. New results from the research project "End of term ceremonies held in churches and the debate on the role of religion in Swedish schools", will be presented.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_2,
title = {Schulabslussfeiern in der Kirche: Konflikten über Religion und Tradition in dem Schwedisches Schulsystem},
author = {Aldrin, Viktor},
year = {2018},
language = {ger},
keywords = {skolavslutningar; religionsdidaktik; teologi; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2021,
title = {Ecclesiastical Policies for Confessional Education in a Postsecular Age: A comparison},
author = {Aldrin, Viktor},
year = {2021},
language = {eng},
keywords = {religious education; denominations; policy; critical discourse analysis (cda); teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Today, in many western secular countries there is an ongoing public debate on the educational role of religiousinstitutions. This debate has been much examined in previous research. But, the religious institutions own policiesregarding education has received little focus in research, even less from a comparative perspective. Therefore, thispaper aims at analysing and comparing four such ecclesiastical policies on religion: the “Veritas Gaudium” (2018),issued by Pope Francis for the Roman Catholic Church; the Church of England’s “Vision for Education” (2016), and theGerman Evangelische Kirche’s “Kirche und Bildung” (2009); and finally from Sweden, the Lutheran Church of Sweden’supcoming policy on education.This paper, being part of research project “Confessional Education in Secular Contexts” at the University of Borås, aimsat analysing these four ecclesiastical policies on education focusing on how the churches present the need for theireducational perspectives in a secular context. Questions such as, how the denominations view themselves in terms ofeducational institutions, and how they argue from a theological perspective on the needs for education, will beinvestigated. The paper position itself in the juxtaposition fields of Practical Theology and Religious education. Policyanalysis is a methodology seldom used in Practical Theology, albeit commonly used in Religious Education, still,ecclesiastical policies are more frequently analysed in Practical Theology than in Religious Education. With thecombination, important aspects of understanding Christian denominations effort of position themselves aseducational agents in a secular context, can be identified and understood.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_1,
title = {Barn i religionernas värld},
year = {2025},
language = {swe},
publisher = {Gleerups Utbildning AB},
keywords = {history of religion; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science},
abstract = {Varje dag möts barn från olika kulturella och religiösa traditioner i förskola, i klassrum och på skolgårdar. Barns möte med religion är både komplext och dynamiskt – och i ett mångkulturellt samhälle är grundläggande kunskaper om religionernas värld nödvändigt för alla.Barn i religionernas värld lyfter fram perspektiv och frågeställningar som är relevanta för att förstå hur religion kan påverka barns liv i olika traditioner och delar av världen. Boken behandlar både barns plats inom några av världens större religioner, som kristendom, islam, judendom, buddhism och hinduism, och frågor om traditionsförmedling, etik och religionsfrihet. Genom en unik inblick i hur religioner uttrycks, tolkas och översätts i barns liv – i hemmet, i skolan, i vardagen och under årets högtider – ges perspektiv från stora världsreligioner och samtida andlighet. Författarna behandlar teman som traditionsförmedling, religionsfrihet, etik, undervisning och identitet.I denna andra upplaga har samtliga kapitel reviderats och nya kapitel har tillkommit. Boken vänder sig till lärare, lärarstudenter och alla som vill fördjupa sig i barns plats i religion och religionsundervisning. Den erbjuder både teoretiska perspektiv och konkreta exempel, och fungerar som en introduktion till vidare studier om barn i religionernas värld.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2014_1,
title = {Kristendomens roll i en ny läroplan och ny lärarutbildning: Didaktiska och högskolepedagogiska perspektiv på undervisningen i religionskunskap},
author = {Aldrin, Viktor},
year = {2014},
language = {swe},
keywords = {religionsdidaktik; högskolepedagogik},
abstract = {I samband med de nya läroplanerna i religionskunskap för grundskolan och gymnasiet har religionen kristendom kommit att fortsatt ha en särställning, trots att detta inte var inskrivet i Skolverkets förarbete. Kristendom är den enda religion som explicit skrivs ut i läroplanerna och därmed ställs specifika krav på lärare i religionskunskap. Undervisning om kristendom har alltid funnits med i lärarutbildningen men har många gånger kommit att behandlas som ett utomstående kompetensområde med liten didaktisk koppling till läraryrket. För att möta kraven i läroplanerna är det därför av största vikt att dels ge lärarstudenter kunskaper och kompetenser i hur kristendom kan utgöra en del i undervisningen i religionskunskap, samt dels utforma en relevant och praxisnära undervisning om kristendom i den religionsdidaktiska utbildningen. På så vis kan blivande lärare utrustas i arbetet som religionskunskapslärare i den nya grund- och gymnasieskolan.Min presentation bygger på en forskningsstudie i mötet mellan ämnesdidaktik och högskolepedagogik som kommer att bedrivas under våren 2014 vid Göteborgs universitet och Högskolan i Halmstad. Underlaget för studien har inhämtats dels i form av två enkäter till lärarstudenter i religionsdidaktik och dels i form av en workshop med fokus på hur kunskaper i religionen kristendom kan omformas i praktisk didaktik. En sådan studie om kristendomens roll i en ny läroplan och ny lärarutbildning har möjlighet att inte bara skapa förutsättningar för en mer praxisnära religionsdidaktisk undervisning i religionen kristendom utan även i förlängningen ge elever möjlighet att nå de nya målen i religionskunskap.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_engrenjimmy_2017,
title = {Maorifolkets religiösa föreställningar i undervisningen: Religionshistoria och myter som utgångspunkt för undervisning om en minoritetskultur},
author = {Engren, Jimmy},
year = {2017},
journal = {Ursprungsfolkens religioner},
language = {swe},
publisher = {Lomma : Föreningen Lärare i religionskunskap},
keywords = {education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2013,
title = {Tillichian pedagogy and new learning situation: Information Learning, Integral Learning and Self-Determination},
author = {Ristiniemi, Jari},
year = {2013},
journal = {Bulletin of The North American Paul Tillich Society},
volume = {2},
number = {39},
pages = {15--24},
language = {eng},
publisher = {University of Santa Clara},
keywords = {undervisningssituation; nya undervisningsstrategier}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonderlippemarie_2015,
title = {Youth as pilots of the future: A comparative study of Norwegian students views and Experiences with religion in education},
author = {von der Lippe, Marie and Skeie, Geir and Jozsa, Dan Paul},
year = {2015},
journal = {Religious Education Journal of Australia},
volume = {2},
number = {31},
pages = {23--29},
language = {eng},
keywords = {subject learning and teaching; ämnesdidaktik},
issn = {0815-3094}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_2,
title = {Utbildning och religion i historiska perspektiv: vänbok till Daniel Lindmark},
year = {2025},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {utbildning; religion; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {Den här boken belyser mötet mellan utbildning och religion i historiska kontexter. I boken diskuterar femton författare idéströmningar, politiska reformer, utbildningsinstitutioner, undervisningspraktiker, skolämnen och andra kunskapsförmedlande verksamheter där utbildning och religion har kommit att interagera. Genom att uppmärksamma dessa sammanvävningar är ambitionen med boken att ge ett unikt bidrag till en aktiv dialog mellan utbildningens och religionens historia, områden som idag oftast betraktas och behandlas var för sig i forskning.Boken är en vänbok till vår högt värderade kollega Daniel Lindmark, vars långa forskningsverksamhet ofta har flätat samman just utbildning, religion och historia.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018,
title = {Att samtala om sanning och kunskap i interkulturell religionsundervisning},
author = {Franck, Olof},
year = {2018},
journal = {Franck, Olof & Thalén, Peder: Interkulturell religionsdidaktik. Utmaningar och möjligheter},
pages = {195--216},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religionsdidaktik religionsfilosofi kunskapsteori}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_3,
title = {Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan?: En ideologikritisk analys},
author = {Aldrin, Viktor and Aldrin, Emilia},
year = {2018},
journal = {Nordidactica},
number = {2},
pages = {23--44},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {textbook analysis; critical text analysis; ideological criticism; religious education; christianity; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet; religious studies and theology},
abstract = {This study aims at investigating how the image of the religion of Christianity is constructed in Swedish textbooks for the Upper Secondary School (gymnasieskolan), with a specific focus on the perspective from which the text considers the religion and how this perspective creates possibilities for and limitations of pupils’ identification. Introductions of Christianity through text and images were selected from six current textbooks; five printed and one digital. The method used for analysis was ideological text criticism with a combination of Linguistic and Theological perspectives. Three aspects were highlighted in the analysis: interest making strategies, demands of previous knowledge, and subject perspectives. The study showed that the examined texts did not express Christianity as the cultural norm as considered in previous research. Instead there seemed to be an ambivalence in the perspective from which the textbooks considered the religion. Demands of previous knowledge as well as subject positions varied highly both within and between textbooks.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_abdullahailin_2018,
title = {State Neutrality and Islamic Education in Sweden},
author = {Abdullah, Ailin and Berglund, Jenny},
year = {2018},
journal = {European Perspectives on Islamic education and Public Schooling},
pages = {312--334},
language = {eng},
publisher = {Sheffield, UK : Equinox Publishing},
keywords = {subject learning and teaching; ämnesdidaktik},
abstract = {Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2017,
title = {Svenska folket om religion och tradition i skolan},
author = {Aldrin, Viktor},
year = {2017},
journal = {Larmar och gör sig till},
pages = {515--528},
language = {swe},
publisher = {Göteborg : SOM-institutet, Göteborgs universitet},
keywords = {skolavslutning; kyrka; tradition; religion; skola; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Religionens roll i skolan är något som ofta debatteras i Sverige. Ett av de mest omdebatterade religiösa fenomenen är skolavslutningar i kyrkan. I dessa ceremonier möts den konfessionslösa skolan med kristendomens heliga rum. Mötet är inte konfliktfritt. Detta kapitel behandlar svenska folkets attityder till att förbjuda skolavslutningar i kyrkan. Resultaten visar att 78 procent vill ha kvar skolavslutningarna i kyrkan. Det gäller särskilt bland personer som uppger att de föredrar höger-partier på en höger-vänster-skala. Personer som inte firar den traditionella högtiden jul är mindre kritiska mot ett förbud, vilket kan tyda på ett samband mellan avståndstagande från traditionsfirande och kritik mot skolavslutningar i kyrkan. Resultaten visar också att det för vissa politiska partier råder en tydlig polarisering mellan partisympatisörernas inställning till skolavslutningar och de valda politikernas agerande i frågan.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_appelqvisttomas_2015,
title = {Religion i svensk läroplanshistoria: Utvecklingslinjer i uppfattningen om människan som politiskt och etiskt subjekt},
author = {Appelqvist, Tomas},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {109--134},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {läroplanshistoria; religionsämnet; grundskolans historia; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020,
title = {Vulnerability as a Quality in the Classroom and Research in Religious Education},
author = {Gustavsson, Caroline},
year = {2020},
journal = {Facing the Unknown Future},
pages = {183--193},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; concept deveolopment; religionspedagogik; religionsdidaktik; begreppsutveckling; de estetiska; humanistiska och samhällsvetenskapliga ämnenas didaktik; humanities and social science education},
abstract = {This article discusses vulnerability in relation to experiences of religion and religious education and explores how vulnerability can be understood in two different but related areas: being a teacher and being researcher in religious education. The theoretical point of departure is taken from Brene Brown’s theory of vulnerability. Brown defines vulnerability as uncertainty, risk and emotional exposure. The exploration of the three examples provided lead to the conclusion that there are different kinds of vulnerability, depending on the content of the narrative being shared, the context where it is shared, and the time between the actual event and its narration. The article suggests a distinction should be made between ‘experienced vulnerability’, ‘processed vulnerability’ and ‘caused vulnerability’. When reflecting on the notion of time the article shows that one needs some ‘chronos’ to find the right ‘kairos’ and moment to share one’s vulnerability.… }
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_2017,
title = {Religion & Livsfrågor nr 3},
year = {2017},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {3},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssonleif_2014,
title = {Stereotyper i religionskunskapsundervisningen},
author = {Carlsson, Leif},
year = {2014},
journal = {14 röster kring samhällsstudier och didaktik},
pages = {55--78},
language = {swe},
publisher = {: Samhällsstudier & Didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2011,
title = {Kön och genus i religionskunskap},
author = {Svensson, Jonas},
year = {2011},
journal = {Religionsdidaktik},
pages = {97--112},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {kön; undervisning; religionskunskap; study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2017,
title = {Religion – where to draw the line in school: The cases of Sweden and India},
author = {Niemi, Kristian},
year = {2017},
language = {eng},
keywords = {religious studies and theology},
abstract = {Religion as a school subject – Religious Education or RE – is handled differently in various, national contexts (see Davis and Mirosh- nikova, 2013). This paper is a dialogue between two different sys- tems of RE: those found in Swedish and Indian schools. Letting the two paradigms meet reveals particularities of each, both regarding ways of understanding religion in general and religion in school in particular (cf. Niemi, 2016). Both countries are secular, and only denominational schools have been studied. The paper focuses par- ticularly on what is allowed to do in the classroom with regards to religion. Where is the line drawn and why. Empirical data in- clude classroom observations and teacher interviews from India. The results show that secularism is interpreted differently in the two countries. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE (cf. Buchardt, 2015; Kittel- mann Flensner, 2015; Dalevi, 2015, 4). On the face of it, India doesn’t have religious education (cf. Mahmood, 2013) at all. Looking closer, it can be found, but perhaps focusing on doings rather than ‘knowledge of’. The approach to religions is very inclusive, to the point where a common core of all religions is emphasized. The Swedish context highlights ‘knowledge of’, but avoids doings. The other con- text emphasizes doings, but avoids other areas. Both systems of RE offer particular opportunities and suffer difficulties in dealing with today’s globalized world (cf. Kittelmann Flensner, 2015; Kumar and Oesterheld, 2007); both lead to different ways of having dialogue in the RE classroom.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2012,
title = {Researching Religious Education as Social Practice},
author = {von Brömssen, Kerstin},
year = {2012},
journal = {Teologisk Tidskrift},
pages = {338--340},
language = {swe},
keywords = {religion; undervisning},
issn = {1893-0263}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2006,
title = {Åter till källorna!},
author = {Roos, Lena},
year = {2006},
journal = {Nya mål?},
pages = {9--19},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {textstudier; religionsdidaktik; bibeln; koranen; subject didactics; ämnesdidaktik; religion/theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025,
title = {Introduktion},
author = {Franck, Olof and Liljestrand, Johan},
year = {2025},
journal = {Tema Heder och hedersproblematik i relation till religionsundervisning, Red O. Franck & J. Liljestrand},
volume = {1},
number = {2025},
pages = {1},
language = {swe},
keywords = {heder; hedersproblematik; religionsundervisning},
issn = {0348-8918}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_2,
title = {The integration of Islam and Muslims in Public Schools: Challenges and Opportunities},
author = {Berglund, Jenny},
year = {2018},
journal = {Nordic Education in a Democratically Troublesome time},
pages = {28--30},
language = {eng},
publisher = {Örebro : Örebro University},
keywords = {islam; muslims; education},
abstract = {Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sardellaferdinando_2019,
title = {Konstruktiv religionskritik och hinduism},
author = {Sardella, Ferdinando},
year = {2019},
journal = {Konstruktiv religionskritik},
pages = {13--48},
language = {swe},
publisher = {Stockholm : Sanoma utbildning},
keywords = {hinduism; religionskritik; history of religion; didactic science for teachers and teaching professions; didaktik med inriktning mot lärararbete och lärarprofession}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_1,
title = {Filosofins betydelse för skolans undervisning om etik},
author = {Franck, Olof},
year = {2018},
journal = {Stenmark, M., Johannesson, K., Jonbäck, F & Zackariasson, U. (red): Filosofiska metoder i praktiken, Acta Universitatis Upsaliensis, Uppsala Studies in Philosophy of Religion, 5},
pages = {325--343},
language = {swe},
publisher = {Uppsala : Uppsala Universitet: Acta Universitatis Upsaliensis},
keywords = {etikdidaktik dygdetik värdepedagogik religionsfilosofi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2007,
title = {Världen genom andra ögon: att lära genom rollspel},
author = {Roos, Lena},
year = {2007},
journal = {Religion & livsfrågor},
volume = {1},
pages = {6--10},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {rollspel; ungdomar; historieundervisning; empati; subject didactics; ämnesdidaktik; history of religion},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2019,
title = {Ecclesiastical Educational re-orientations: The Church of Sweden as neglected divorcée from the nation state},
author = {Aldrin, Viktor},
year = {2019},
language = {eng},
keywords = {religious education; sweden; church of sweden; schools; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2021_1,
title = {Theologizing with Children through Faithful Connections Using the Liturgical Year},
author = {Aldrin, Viktor},
year = {2021},
language = {eng},
keywords = {religionsdidaktik; praktisk teologi; existentiella samtal; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Recent research has shown a decline in how young generations of Christians are formed into a Christian practice in northern European Christian churches. What previously has part of national school curriculum has now transformed into minority traditions outside curriculum. Instead, much of the faith formation is made at home. Previous research has shown, that children in the younger school years often think in theological terms and forms an identity withing their own family’s faith practice. Still, little or no pedagogical training are seldom provided for parents beside Child bibles and prayerbooks for the young – none of them with pedagogical guides. This paper presents an planned research project aimed for children, 6-12 years old, and their parents in the Lutheran Church of Sweden. The aim of the project is to stimulate child-adult dialogue regarding the central themes of Christianity through the use of the liturgical year with the aid of action research.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2017_1,
title = {Ethics in Indian schools: behaving like a citizen},
author = {Niemi, Kristian},
year = {2017},
language = {eng},
keywords = {religious studies and theology},
abstract = {The paper continues a discussion begun at isrev 2016, and attempts to de-westernize ethics by contrasting Indian ways of teaching the subject to similar Western applications, as exemplified by Sweden. The main focus of the paper is the subject of ethics and moral values in Indian education. There is a common core (ncf), interpreted by state and national school boards, and to which aforementioned parties can add additional content to the curriculum. The study’s empirical material from India is based on three such interpretations: Uttar Pradesh’ school board and two national school boards (cisce and cbse). Textual analysis is combined with ethnographic research, with material such as the ncf and textbooks, interviews, and observations. The study shows that moral values are seen as central in education, not as a theoretical subject discussing ethics, but rather as values inculcated in students and displayed by the latter through behaving as Indian citizens. In India, there is an emphasis on doing and behavior – living the proper life, if you will – whereas Sweden emphasizes theoretical reasoning about values and ethics.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2006_1,
title = {Empatins kraft: att lära sig genom rollspel},
author = {Roos, Lena},
year = {2006},
journal = {Svensk kyrkotidning},
volume = {41},
pages = {518--520},
language = {swe},
publisher = {Uppsala : Svensk kyrkotidnings förlag},
keywords = {rollspel; ungdomar; subject didactics; ämnesdidaktik; history of religion},
issn = {0346-2153}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2017_1,
title = {Transforming local places to learning spaces in religious education: Revisiting a collaborative research project},
author = {Skeie, Geir},
year = {2017},
journal = {Location, Space and Place in Religious Education},
pages = {115--130},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {didactic science for teachers and teaching professions; didaktik med inriktning mot lärararbete och lärarprofession}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedttorsten_2023,
title = {Drakdödaren (ATU 300) som undervisningsmaterial i religionsvetenskap},
author = {Löfstedt, Torsten},
year = {2023},
language = {swe},
keywords = {fairytales; folklore; mythology; dragon slayer; study of religions}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2015_1,
title = {Olika klassrumsdiskurser och dess konsekvenser för ämneskonstruktion och lärande i religionskunskap},
author = {Kittelmann Flensner, Karin},
year = {2015},
journal = {Conference of Center for Educational Science and Teacher Research (CUL), Mötesplats CUL den 4-5 november 2015, Stenungssund, Sweden.},
language = {swe},
keywords = {educational science},
abstract = {Olika skoldiskurser och dess konsekvenser för ämneskonstruktion och lärande Att utbildningen på olika program i den svenska gymnasieskolan domineras av olika skolkoder och färgas av att olika sociala kategorier dominerar på olika program är väl belagt i forskning. Studier visar också att elever på yrkesprogram ges andra förutsättningar att nå ämnesplanernas kunskapskrav och utveckla sina analytiska förmågor i jämfört med elever på studieförberedande program (se t.ex. Anderson Vargas, 2014; Hjelmér, 2012; Korp, 2006; Kärnebro, 2013, Norlund, 2009).Följande presentation är en del av min kommande avhandling Religious Education in Contemporary Pluralistic Sweden. Studien syftar till att beskriva konstruktionen av ämnet religionskunskap i klassrumspraktiken genom att identifiera och analysera de diskurser som förekom under religionskunskapslektioner, hur dessa artikulerades och vilka implikationer dessa har för konstruktionen av ämnet. Det empiriska materialet består av deltagande observationer av 125 religionskunskapslektioner på tre olika skolor, både på studieförberedande program och yrkesprogram. Diskursanalys och läroplansteori har används som analytiska redskap.Resultatet visar att klassrummen dominerades av tre diskurser om religion och livsåskådningar, en sekularistisk, en andlig och en svenskhetsdiskurs. Men slående var också att vissa klassrum dominerades av ett privat förhållningssätt både när det gällde diskussioner av ämnesrelaterad karaktär, men även när det gällde samtal i klassrummet om andra saker. Andra klassrum präglades däremot av en mer skolorienterad akademisk diskurs. Analysen visade att båda dessa diskurser, den privata diskursen och den akademiska diskursen förekom på både yrkesprogram och studieförberedande program, men att den privata dominerade på yrkesprogrammen och den akademiska på studieförberedande program. Den privata diskursen byggdes upp genom artikulationsklustren: "Jag tror" – artikulationer i första person, Emotionella artikulationer, Reproduktion av fakta, Relationsskapande som professionell strategi och Räcker med godkänd. Den akademiska diskursen byggdes upp genom artikulationsklustren: "Vissa tror" – artikulationer i tredje person, Analys, Akademisk kunskap som professionell strategi och Måste ha A.En implikation av att dessa diskurser präglade de olika klassrumspraktikerna var att undervisningen i termer av meningserbjudande (Englund, 1997) blev väldigt varierande trots att samma kursplan tillämpades i samtliga klassrum, vilket innebar stora skillnader i förutsättningar för lärande och utveckling av begreppsförståelse.ReferenserAndersson Varga, P. (2014). Skrivundervisning i gymnasieskolan: Svenskämnets roll i den sociala reproduktionen. Doctoral thesis. Göteborg: Acta universitatis Gothoburgensis.Englund, T. (1997). Undervsining som meningserbjudande. In M. Uljens (Ed.), Didaktik: Teori, reflektion ovh praktik. Lund: Studentlitteratur.Hjelmér, C. (2012). Leva och lära demokrati? En etnografisk studie i två gymnasieprogram. Doctoral thesis.Umeå: Umeå universitet.Korp, H. (2006). Lika chanser i gymnasiet? En studie om betyg, nationella prov och social reproduktion. Doctoral thesis. Malmö: Lärarutbildningen, Malmö högskola.Kärnebro, K. (2013). Plugga stenhårt eller vara rolig? Normer om språk, kön och skolarbete i identitetsskapande språkpraktiker på fordonsprogrammet. Doctoral thesis. Umeå: Genusforskarskolan, Institutionen för språkstudier, Umeå universitet.Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan: Didaktiska perspektiv på läroböcker, lärare och nationella prov. Doctoral thesis. Göteborg: Acta Universitatis Gothoburgensis.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2023_3,
title = {Konfessionella krav kan inte ställas},
author = {Aldrin, Viktor},
year = {2023},
journal = {Tidningen Dagen},
language = {swe},
publisher = {Stockholm},
keywords = {högre utbildning; pastorsutbildning; prästutbildning; enskilda högskolan i stockholm; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Den konfessionella formningen av teologi- och pastor/präststudenterna måste ske utanför de akademiska studierna. Gillar man inte den ordningen finns tyvärr inget utrymme för utbildning på högskolenivå i Sverige, skriver Viktor Aldrin.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2023_4,
title = {Religiösa måste lära sig tala sekulärt språk. Slutreplik: 2023-05-10},
author = {Aldrin, Viktor},
year = {2023},
journal = {Tidningen Dagen},
language = {swe},
publisher = {Stockholm},
keywords = {högre utbildning; pastorsutbildning; prästutbildning; enskilda högskolan i stockholm; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Slutreplik. Svenska pastors- och prästutbildningar kan inte argumentera mot statliga granskande myndigheter och offentliga aktörer utifrån religiösa behov och ideal, utan kan enbart bli förstådda utifrån ett sekulärt perspektiv, skriver Viktor Aldrin.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2015,
title = {"Man behöver va' lite fri": Gymnasieelevers tal om religion i mångfaldens Sverige},
author = {Sjöborg, Anders},
year = {2015},
journal = {Religiös förändring},
pages = {39--50},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap, FLR},
keywords = {religionsundervisning; gymnasium; elev; ungdom; andrafiering; sekularisering; pluralism; reflexivitet; intervju; sociology of religion; religionssociologi; curriculum studies},
abstract = {Artikeln ingår i en årsbok för lärare i religionskunskap, och behandlar resultat från aktuell forskning om gymnasieelevers syn på religion och religionskunskap i samtidens Sverige.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2018,
title = {Kritiska uppmaningar från skolinspektionen till religionskunskapsämnet på gymnasiet: några svar och fortsatta frågetecken från religionsdidaktiska trepartssamtal},
author = {Carlsson, David},
year = {2018},
journal = {Religion & livsfrågor},
number = {2},
pages = {2},
language = {swe},
keywords = {innovative learning; innovativt lärande},
issn = {0348-8918}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonstefan_2019,
title = {Konstruktiv religionskritik och buddhism},
author = {Larsson, Stefan},
year = {2019},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {3},
language = {swe},
publisher = {Stockholm : Sanoma utbildning},
keywords = {innovative learning; innovativt lärande},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2022,
title = {Searching for a Renewal of Religious Education Identity – A Swedish Perspective},
author = {Gustavsson, Caroline},
year = {2022},
language = {eng},
abstract = {In Sweden and in other parts of Europe, the nature of religious education (RE) and its place in schools is the subject of ongoing discussions. In my lecture, I will discuss how the kinds of concepts used in the RE classroom can either open or close classroom conversations. A growing consensus can be observed among researchers, not only in Sweden, that the concept of ‘religion’ is not sufficient to describe – and give space to – the meaning-making of the diversity of individuals in society. As a result, discussions about worldviews have gained momentum. I argue that not even the worldview concept – and the choice to frame the subject of RE with this addition – can solve the real problem, which is how young people can relate to the content of the subject in the first place. I will present the view that the concept of existential configurations is equipped to adequately capture a complex and personal understanding of life that, not least, can be observed among young people today. Furthermore, I will argue that this concept of existential configurations gives access to a theoretical language that enables individuals to understand their own existential meaning-making, and to see how it relates to the plurality of religions and worldviews that can be encountered in society – even when they do not describe themselves as religious or as having a specific worldview. }
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2016_1,
title = {Religionskunskap 1: Ett digitalt läromedel för gymnasiet},
author = {Aldrin, Viktor and Holmgren, Anders},
year = {2016},
language = {swe},
publisher = {Nationalencyklopedin}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2016,
title = {Religion och hälsa},
author = {Kardemark, Wilhelm},
year = {2016},
journal = {Religion och livsfrågor},
volume = {6},
number = {49},
pages = {4--5},
language = {swe},
keywords = {religionsdidaktik; religion och hälsa},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjdinannapya_2016,
title = {Skapare och upprätthållare av alla dessa världar: människosyner och uppfattningar om gudar och gudinnor inom hinduismen},
author = {Sjödin, Anna-Pya},
year = {2016},
journal = {Att undervisa om gudsuppfattningar och människosyner},
pages = {137--154},
language = {swe},
publisher = {Stockholm : Liber},
keywords = {hinduism; människosyner; upanishad; bhaktipoesi},
abstract = {I detta kapitel undersöker jag hur två olika hinduiska föreställ-ningar kring vad människan är och vilken kapacitet och vilka verktyg hon har för att förändra sig själv. För det första hur människan träder fram som en skapande agent i världen i de tidiga Upaniṣaderna och för det an-dra hur hon framställs som stående i en personlig relation till en särskild gud eller gudinna i hängivenhetspoesin. Därigenomberör jag också kopplingen mellan guds- och gudinne-uppfattningar och män-niskosyn. Jag börjar i historien, hur dessa två bilder växer fram och vad de innebär. Genom texter som är centrala inom hinduismen exemplifierar jag och tydliggör hur människan gestaltas, både i relation till sin egen kreativa kapacitet och till de gudar och gudinnor som är alltigenom närvarande för många hinduer i dagens Indien. Avslutningsvis tar jag upp temat ”kast, genus och sexualitet” för att belysa aspekter av dessa människosyner som ofta är frånvarande i läroböcker om hinduism.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgfdgustavssoncaroline_2023,
title = {Metodernas (icke-) betydelse? – ett religionspedagogiskt perspektiv},
author = {Klintborg (f.d. Gustavsson), Caroline},
year = {2023},
journal = {Konfirmation i förändringens tid. En rapport om konfirmander och ledare 2007–2022},
pages = {77--93},
language = {swe},
publisher = {Uppsala : Svenska kyrkan},
keywords = {konfirmation; svenska kyrkan},
abstract = {I min och Sara Franssons artikel (kapitel 5 s.77-93) fördjupar vi förståelsen för hur två i rapporten presenterade resultat hänger samman: för det första det faktum att konfirmandernas upplevda nöjdhet med sin konfirmandtid minskar och för det andra att detta sker parallellt med att också efterfrågan på det önskade ämnesinnehållet förändras. Detta gör vi genom ett fokus på vilka metoder de unga möter i undervisningssituationen. Kapitlets syfte är att undersöka hur vi kan förstå relationen mellan konfirmandernas erfarenhet av ett innehåll, de i undervisningen tillämpade metoderna och deltagarnas upplevda nöjdhet med sin tid som konfirmander. Den teoretiska utgångspunkten tar sin utgångspunkt i Comenius argument och vad som kommit att kallas det didaktiska alfabetet. Något omformulerade lyder de didaktiska frågorna: Vem, Vilka, Vad, Varför, Hur. Utgångspunkten för den analys som vi presenterar i kapitlet är att ett pedagogiskt hållbart arbete kräver att svaren på de didaktiska frågorna samverkar.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2017,
title = {Jag är neutral!: Sekularistiska diskurser om religion i religionskunskapsrummet},
author = {Kittelmann Flensner, Karin},
year = {2017},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {2},
pages = {10--12},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {undervisning; religionskunskap; educational science},
issn = {0347-2159}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2021_2,
title = {Extern utbildningsvärdering 2021 Enskilda Högskolan Stockholm: Kandidatprogrammet för teologi - inriktning mot allmän religionsvetenskap och teologi, 180 hp},
author = {Aldrin, Viktor},
year = {2021},
language = {swe},
keywords = {lärosätesgranskningar; programvärderingar; enskilda högskolan stockholm; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjdinannapya_2016_1,
title = {Hinduism: ritualer och levnadsregler},
author = {Sjödin, Anna-Pya},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {55--66},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {hinduism; ritualer; religiösa rum; religiösa regler},
abstract = {Detta kapitel tar upp några generella drag i hinduismens ritualer och levnadsregler men betonar också mångfalden i den hinduism som utövas idag. Den första delen behandlar ritualer och de platser som de utförs på. Den andra tar upp olika föreställningar om hur en hindu ska leva sitt liv och hur dessa ideer förmedlas.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wikstrmcharlott_2025,
title = {Tidens krav i det nya tidevarvet: sexualupplysning, befolkningspolitik, bildningsideal och kristen humanism i tidskriften Tidevarvet 1923–1929},
author = {Wikström, Charlott},
year = {2025},
journal = {Utbildning och religion i historiska perspektiv},
pages = {209--233},
language = {swe},
publisher = {: Artos & Norma bokförlag},
keywords = {utbildning; religion; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {Detta kapitel analyserar Tidevarvskvinnornas gemensamma visionära program i relation till de "tidens krav" som framfördes i tidskriften Tidevarvet 1923-1929. Tidevarvet fungerade som en plattform för att främja en pedagogisk vision med syfte att driva fram en omfattande samhällsförändring. Denna pedagogiska utopi hade sina rötter i kristen humanism och betonade vikten av individens inre andliga utveckling för att forma kritiska och kulturmedvetna medborgare.Tidskriftens ställningstaganden i frågor om sexualupplysning och befolkningspolitik kan kopplas både till den tidiga kvinnorörelsen och till anarkistiska idéströmningar. Från grundandet av Tidevarvet präglades argumentationen av en betoning på upplysning och preventiva åtgärder i barnbegränsningsfrågan. Senare artiklar uttryckte en mer offensiv hållning, där Tidevarvskvinnorna, i samarbete med socialdemokratiska kvinnor, började förespråka en steriliseringslag för att förhindra spridningen av oönskade arvsanlag.Tidskriftens syn på bildning reflekterar flera olika bildningsideal. Kvinnorna motsatte sig enhetsskolan och betonade istället vikten av individanpassad undervisning, vilket kan beskrivas som ett progressivt bildningsideal. Samtidigt fanns en stark koppling till ett medborgarbildningsideal genom deras strävan att sprida kunskap och stärka medborgarnas kritiska tänkande. Under den analyserade perioden framträder även ett kulturbildande ideal, där både kulturarvet och samtida litteratur och teater värderades högt.Tidevarvskvinnorna hade ideologiska kopplingar till den tidiga kvinnorörelsens kristna humanism i relation till den religiösa liberalismen, men influerades även av kväkarnas livsåskådning från tidskriftens start 1923. Det är i ljuset av kväkarnas värderingar som Tidevarvsgruppens humanistiska kristendom bäst kan förstås.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2024_1,
title = {Introducing Religious Literacy and Education in the Nordic Countries},
author = {Enstedt, Daniel and Flensner, Karin K and Kardemark, Wilhelm},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {7--19},
language = {eng},
publisher = {Münster : Waxman Verlag},
abstract = {Book abstract:In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2024,
title = {Didaktik - att reflektera över religionsundervisning},
author = {Löfstedt, Malin and Franck, Olof},
year = {2024},
journal = {Undervisa i religionskunskap: Didaktik och metodik för ämneslärare, Red. Olof Franck, Bodil Liljefors Persson och Malin Löfstedt},
pages = {13--31},
language = {swe},
publisher = {Lund : Gleerups},
keywords = {religionsdidaktik religionspedagogik religionskunskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bukhoriahmad_2024,
title = {An Analysis of Curricula and Discourses of Religious Literacy in Three National Contexts},
author = {Bukhori, Ahmad and Surian, Alessio and von Brömssen, Kerstin},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {215--236},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious literacy},
abstract = {Book abstract:In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023,
title = {Bibliometrisk översikt över svensk religionsdidaktik},
author = {Niemi, Kristian},
year = {2023},
language = {swe},
keywords = {religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2015,
title = {Från horisontell dualism till relationalitet och mångdimensionalitet: ett nytt paradigm för religionsdidaktiken?},
author = {Ristiniemi, Jari},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {167--192},
language = {swe},
publisher = {Gävle : Högskolan i Gävle}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_2019,
title = {Religionskunskapsämnet i fokus - utmaningar och möjligheter. Jubileumsbok Föreningen Lärare i Religionskunskap},
year = {2019},
journal = {Årsbok - Föreningen Lärare i Religionskunskap},
number = {50},
pages = {50},
language = {swe},
keywords = {religionskunskap; religionsdidaktik; etikdidaktik},
issn = {0348-8918}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013,
title = {Religion och livsfrågor: Nationella prov i religionskunskap (Red)},
author = {Franck, Olof},
year = {2013},
journal = {Religion och livsfrågor},
volume = {1},
number = {2013},
pages = {1},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_trulssonsa_2015,
title = {Reflektioner kring musik och ljud som didaktiska resurser},
author = {Trulsson, Åsa},
year = {2015},
journal = {Religionsdidaktiska studier},
pages = {119--131},
language = {swe},
publisher = {Växjö : Linnaeus University Press},
keywords = {study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjdinannapya_2020,
title = {Att låta många röster tala: nyansering av perspektiv på hinduism i undervisning},
author = {Sjödin, Anna-Pya},
year = {2020},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {9--11},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {undervisning; hinduism},
issn = {0348-8918}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_2,
title = {Education for Sustainable Development in the 'Capitalocene'},
year = {2024},
journal = {Education for Sustainable Development in the 'Capitalocene', Eds. Helena Pedersen, Sally Windsor, Beniamin Knutsson, Dawn Sanders, Arjen Wals & Olof Franck},
language = {eng},
publisher = {London : Routledge},
keywords = {education; educational philosophy; sustainable development; education for sustainable development; capitalocene}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2018,
title = {Den nya syntesen och etik i undervisningen},
author = {Lindström, Niclas},
year = {2018},
journal = {Nordidactica},
volume = {2018},
pages = {27--43},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {moral education; ethics education; social intuitionist model; moral foundation theory; the new synthesis; jonathan haidt.; religious studies and theology},
abstract = {Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2009,
title = {Introduction},
author = {Roos, Lena and Berglund, Jenny},
year = {2009},
journal = {Your Heritage and Mine},
pages = {9--12},
language = {eng},
publisher = {Uppsala : Religionshistoriska avdelningen, Uppsala universitet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hgerlandtobias_2020,
title = {Kampen mot kaos: Apokalypsen som didaktisk resurs},
author = {Hägerland, Tobias},
year = {2020},
journal = {Religion & Livsfrågor},
volume = {2},
number = {50},
pages = {9--11},
language = {swe},
keywords = {apokalyptik; religionskunskap; uppenbarelseboken},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2021_3,
title = {Referensguiden 2: Paralllell stilmanual för Harvard, APA, Oxford & Chicago},
author = {Aldrin, Viktor},
year = {2021},
language = {swe},
publisher = {BoD - Books on Demand},
keywords = {referenshantering; harvard; apa; oxford; chicago; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {I grund och botten handlar en referens om redovisa sina källor. Det kan göras på många olika sätt. Här presenteras fyra vanliga referensstilar parallellt så att det blir överskådligt vad som skiljer dem åt och vad som förenar dem. Både parenteser och fotnoter behandlas.Referensguiden 2 är en bearbetat utgåva med fokus på digitala referenser. Den första utgåvan utkom 2015. Boken är tänkt för studenter och gymnasieelever.Viktor Aldrin, f. 1980, är docent i teologi med inriktning mot praktisk teologi/religionsdidaktik samt legitimerad lärare. Han undervisar på lärarutbildningen vid Högskolan i Borås. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018,
title = {Språkliga redskap för en gränsöverskridande interkulturell religionsundervisning},
author = {Gustavsson, Caroline},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {252--253},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {existentiella konfigurationer; religionsundervisning; begrepp},
abstract = {I det här kapitlet presenteras ett antal språkliga redskap för en gränsöverskridandeinterkulturell religionsundervisning. Lärare vid Stockholms universitet bidrar därtill med konkreta exempel på hur begreppet existentiella konfigurationer och tillhörande begrepp, kan användas som redskap för blivande lärare i religionskunskap. Begreppen kan möjliggöra för gränsöverskridande, interaktion och ömsesidighet i klassrummets interkulturella miljö.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2021_4,
title = {Enabling conversations on faith between children and adults in times of unsecurity},
author = {Aldrin, Viktor},
year = {2021},
language = {eng},
keywords = {practical theology; family; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {The canonical year has since long been a firm foundation of sermons and teaching on the fundamentals of faith. For adults it has often been intertwined with current life situations and contextualization. For children, less so. Often, biblical stories have been used to learn the Christian narratives and faith fundamentals, but seldom in a societal context. This paper is a presentation of a planned project to construct a learning material for families and Sunday schools where the basis is the canonical year and its biblical passages but contextualized into today’s world of insecurities.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019,
title = {Förord till Religionskunskapsämnet i fokus - utmaningar och möjligheter},
author = {Franck, Olof and Hall, Emma and Liljefors Persson, Bodil},
year = {2019},
journal = {Årsbok & Jubileumsbok 2019. Religionskunskapsämnet i fokus – utmaningar och möjligheter. Föreningen Lärare i Religionskunskap},
number = {50},
pages = {50},
language = {swe},
keywords = {religionskunskap; religionsdidaktik; etikdidaktik},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2015,
title = {Att undervisa i religionskunskap i en postsekulär samtid: en avslutande reflektion},
author = {Carlsson, David and Lantz, Sandra},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {193--196},
language = {swe},
publisher = {Gävle : Högskolan i Gävle}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonrostbiedronnicole_2024,
title = {The Other, Popular Culture, and Religious Education},
author = {von Rost Biedron, Nicole},
year = {2024},
language = {eng},
keywords = {study of religions},
abstract = {This paper explores how teachers use popular culture in their classrooms as a frame to speak of “the Other”, based on empirical data from teacher interviews. It highlights how popular culture impacts society socially and politically, and how it is used as an aid and a reference frame for students inside and outside of school, itself also being a noticeable part of society. Students acquire knowledge in parallel arenas beyond the classroom, including through popular culture. All forms of knowledge mediatization and intermediation are however at 29risk of creating stereotypes, which apply to all forms of representation, including “the Other.” Several teachers in this study highlight, among other things, how the Hollywoodification of religions and religious actors generally affects their selection and use of popular culture (question of availability). Another difficulty teachers face is the question regarding using popular culture from other cultures. Due to the students’ lack of cultural context, many classrooms use a predominantly Western selection and thereby marginalize popular cultures from other cultures, including minority cultures. The use of Western popular culture in classes with diverse students raises questions regarding not only the language barrier (students are not always prof icient in neither Swedish nor English) but also cultural context, once again affecting the representation of popular culture. These questions highlights continued need for further cultural understanding amongst teachers and representation in regard to what is used and not used in the classroom and also underlines questions of selection and the power in the hands of the teachers.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2016_2,
title = {Att undervisa om kristna högtider och psalmer},
author = {Dalevi, Sören},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {149--158},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {psalmer; religionsundervisning; mellanstadiet; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2017,
title = {Grasping sacred space. On geographical perspectives in teaching religion},
author = {Kardemark, Wilhelm},
year = {2017},
journal = {LIR.journal},
volume = {16},
number = {8},
pages = {82--96},
language = {eng},
keywords = {religionsdidaktik; religionsgeografi; ämnesdidaktik},
abstract = {This article discusses geographical approaches in religious studies and how such approaches may be taken in the classroom. The point of departure for the discussion is scientific literature and experiences as a university teacher. It is argued that a geographical approach to teaching religion allows one to address »lived religion« and questions of religion’s materiality.},
issn = {1102-9773}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2013,
title = {Förstå andra, samhället, mig själv - eller inte alls?},
author = {Sjöborg, Anders},
year = {2013},
journal = {Religion & Livsfrågor},
volume = {3},
number = {41},
pages = {10--12},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {gymnasium; elev; ungdom; attityd; religion; mångfald; pluralism; religious literacy; sociology of religion; religionssociologi; curriculum studies},
abstract = {I artikeln presenteras resultat från kvantitativa och kvalitativa undersökningar av gymnasieelevers attityder till religiös och kulturell mångfald, och diskuteras utifrån bland annat begreppet religious literacy.},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_falkevallbjrn_2017,
title = {Exempel-vis. Det oväntade och föreställningar om religionskunskapslärares professionella kunnande},
author = {Falkevall, Björn},
year = {2017},
journal = {Nordidactica},
volume = {2017},
pages = {44--58},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {exempel-vis. det oväntade och föreställningar om religionskunskapslärares professionella kunnande; religious studies and theology; utbildning och lärande},
abstract = {The article is a critical interpretation of different perceptions of teacher’s professional knowledge as it is implicit in evidence based studies and Learnings Studies, two common ways of grounding the professional knowledge in educational science and in school politics today and therefore studied in teacher education. These two perceptions are analyzed with two metaphors from a research overview by Clandinin & Clandinin, called the conduit metaphor and teacher as curriculum maker. Strengths and shortcomings are pointed out. Especially in relation to unexpected events in teaching situations. A third perception of teacher’s professional knowledge is introduced and labelled teacher as jazz musician and the professional knowledge is viewed as improvisation. Based on the assumption from Gudmundsdottir experienced teachers have developed a curriculum story that helps them to improvisator – the re-active dimension of teaching. The two later perceptions are used in discussing three cases from students teaching. The thesis advocated is that the metaphor jazz - improvisation gives wider focus on RE as a school subject with content and meaning than the other two.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023_1,
title = {Platsens betydelse - och värdet av att besöka den},
author = {Niemi, Kristian},
year = {2023},
journal = {Religion, plats och identitet},
pages = {67--79},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap (FLR)},
keywords = {religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2015,
title = {Religionsdidaktiska studier},
year = {2015},
language = {swe},
publisher = {Linnaeus University Press},
keywords = {study of religions}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_reimerseva_2025,
title = {Ska vi ha mer eller mindre religion i skolan?},
author = {Reimers, Eva and Puskás, Tünde and Klintborg, Caroline and Niemi, Kristian},
year = {2025},
language = {swe},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hovoruncyril_2019,
title = {Богословська освіта доступна кожному [Theological Education is Accessible to Everyone]},
author = {Hovorun, Cyril},
year = {2019},
journal = {Помісна Церква. Український Церковний Вісник},
volume = {1},
number = {1},
pages = {12--17},
language = {ukr}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023,
title = {Undervisning i religionspluralistiska klassrum: Erfarenheter från Indien och Sverige},
year = {2023},
language = {swe},
publisher = {Föreningen Lärare i Religionskunskap},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_neuhaussinikka_2017,
title = {Reformation och historiebruk - några didaktiska utmaningar},
author = {Neuhaus, Sinikka},
year = {2017},
journal = {Religion & Livsfrågor},
volume = {3},
number = {2017},
pages = {6--7},
language = {swe},
publisher = {: Föreningen lärare i religionsvetenskap},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plankkatarina_2014,
title = {När karma blev konkret: Erfarenhetsbaserad pedagogik som utmaning för lärare och studenter i högre utbildning},
author = {Plank, Katarina},
year = {2014},
journal = {Högre Utbildning},
volume = {2},
number = {4},
pages = {127--139},
language = {swe},
keywords = {begreppsundervisning; tolkning; buddhism; levd religion; fenomenografisk metod; empirisk erfarenhet; mångkulturell utbildning; postkolonial teori; religious studies and theology},
abstract = {Hur kan erfarenhetsbaserat lärande medverka till att vidga studenters förståelse för sin omvärld samtidigt som kunskapsinhämtning sker? Artikeln presenterar och diskuterar en fenomenografisk övning som använts på grundnivå inom ämnet religionsvetenskap, och argumenterar för att erfarenhetsbaserat lärande, även på kurser med små resurser, kan användas för att påbörja en ”conceptual change” (Posner et al 1982) hos studenterna. Övningen som presenteras, Levande buddhistisk etik, kombinerar postkoloniala och mångkulturella ansatser i undervisningen. En utvärdering visar att övningen och dess efterföljande diskussioner hjälpte studenterna att konkretisera momentets begreppsundervisning. Studenterna aktiverades i en ny lärsituation som hjälpte dem att omstrukturera sina tidigare kunskaper om buddhism och tillägna sig nya perspektiv. Samtidigt gavs läraren möjlighet att uppmärksamma om studenterna konstruerade bristfällig eller till och med felaktig kunskap om det buddhistiska karma-begreppet.},
issn = {2000-7558}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_3,
title = {Undervisa i religionskunskap: Didaktik och metodik för ämneslärare},
year = {2025},
language = {swe},
publisher = {Gleerups},
keywords = {religionsdidaktik religionspedagogik religionskunskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012,
title = {Att undervisa om religion och vetenskap - utmaningar och möjligheter},
author = {Franck, Olof},
year = {2012},
journal = {Olof Franck & Mikael Stenmark (red): Att undervisa om religion och vetenskap. Med grund i ämnesplanen i religionskunskap},
pages = {137--159},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religion; vetenskap; undervisning; religionskunskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2015_2,
title = {Non-confessional = neutral?: Discourses of religion in contemporary pluralistic Swedish RE-classrooms},
author = {Kittelmann Flensner, Karin},
year = {2015},
journal = {Paper presented at the Workshop of the EASR Working Group on Religion in Secular Education, March 9-11, 2015, University of Hanover, Germany},
language = {eng},
keywords = {educational science},
abstract = {My proposal will discuss the scope of neutrality and objectivity in the context of non-confessional integrative RE in the Swedish pluralistic classroom-practice. In the classrooms, individuals who identify with diverse religious and non-religious outlooks of life, with different understanding of what religion and being religious might mean, meet. How does this influence the construction of RE in the classroom-practice? What discourses of religion becomes hegemonic in the classrooms? The proposal is based on findings from participant observation of RE-lessons at three upper secondary schools. Discourse analyses (Howarth, 2000; Laclau & Mouffe, 2001) is used as theoretical and analytical approach. The findings indicates a hegemonic western secular discourse in the classrooms, which influenced the classroom-practice and the talk of religion, specific religious traditions and believers of different faiths. Simultaneously there were a spiritual and a nationalistic discourse of religion that in some respect challenged the hegemonic discourse, but also enforced it.Howarth, D. (2000). Discourse. Buckingham: Open University Press.Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy : towards a radical democratic politics. London: Verso.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2021,
title = {Religionslärande som bildningsresa: En kommentar till reviderad kursplan i religionskunskap i Sverige},
author = {Franck, Olof},
year = {2021},
journal = {Nordidactica},
volume = {2021},
pages = {96--120},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {reviderad kursplan i religionskunskap; ett vidgat religionskunskapsbegrepp; postsekulär religionsundervisning; bildning; multidimensionell kunskap; subject-specific education},
abstract = {I den här artikeln diskuteras förutsättningarna för ett vidgat religionskunskapsbegrepp med referens till den reviderade kursplan i religionskunskap som i Sverige ska gälla från och med hösten 2022. Trots att en diskurs där syfte, centralt innehåll och kunskapskrav också fortsättningsvis gestaltar ett snävt kunskapsbegrepp och ger uttryck för en ideologi där bedömning och betyg fungerar som hegemoniska parametrar, finns, hävdas det i artikeln, i den reviderade kursplanen i religionskunskap, indikationer på en breddning och en fördjupning när det gäller vad undervisning om religioner ska handla om. Dessa indikationer analyseras med hänsyn till hur begreppet bildning kan resas i relation till utbildning och undervisning. Inte minst uppmärksammas begreppet förtrogenhetskunskap som en multidimensionell kunskapsform i religionsundervisning. Så uppfattad syns denna undervisning ligga väl i linje med en postsekulär ansats till att närma sig frågor om religion, kunskap, mening och sanning.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bexelloloph_1999,
title = {Undervisning och utbildning. Ordförklaringar [Medieval education and teaching. Explanation of terms]},
author = {Bexell, Oloph},
year = {1999},
journal = {Sveriges kyrkohistoria. 2. Hög- och senmedeltid},
pages = {230},
language = {eng},
publisher = {: Verbum, Stockholm},
keywords = {education; church studies; kyrkovetenskap},
abstract = {Utreder och förklarar ett antal ord och begrepp som rör undervisning och utbildning i medeltidens svenska kyrkoliv.– [Medarbetar även i samma bok s. 309-310 med en sammanställning över däri förekommande personer tillhörande medeltida ätter]}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2019,
title = {Skolverket bör backa om religionskunskap},
author = {Berntson, Martin and Hägerland, Tobias and Andersson, Daniel and Girmalm, Thomas and Lejon, Kjell O. and Löfstedt, Torsten and Maurits, Alexander and Wassén, Cecilia and Wejryd, Cecilia},
year = {2019},
journal = {Svenska Dagbladet},
volume = {2019},
pages = {1},
language = {swe},
publisher = {: Schibsted Forlag},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sorgenfreisimon_2024,
title = {Mystikern som tog repstegen ut i natten},
author = {Sorgenfrei, Simon},
year = {2024},
journal = {Svenska Dagbladet},
volume = {2024},
pages = {8},
language = {swe},
issn = {1101-2412}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2014,
title = {Kyrkohistoria som en del av religionskunskapsämnets identitet. Reflektioner över läroplan och tillämpning},
author = {Berntson, Martin},
year = {2014},
journal = {14 röster kring samhällsstudier och didaktik. Hans Albin Larsson (red.)},
pages = {15--53},
language = {swe},
publisher = {Jönköping : Samhällsstudier & didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2014,
title = {Religious Education at Schools in Sweden},
author = {Osbeck, Christina and Skeie, Geir},
year = {2014},
journal = {Religious Education at Schools in Europe},
pages = {237--266},
language = {eng},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_1,
title = {Afterword},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2025},
journal = {Franck, O. and Liljefors Persson, B. (eds): Controversial Issues in Religious Education on Ethics, Values, and Beliefs Perspectives from Northern Europe},
pages = {215--219},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {kontroversiella frågor; värden; religion; religionsdidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_2,
title = {Preface},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2025},
journal = {Franck, O. and Liljefors Persson, B.: Controversial Issues in Religious Education on Ethics, Values, and Belief, Cham: Palgrave Macmillan, i - xivs Perspectives from Northern Europe,},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {controversial issues; values; religion; religious education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2019,
title = {Den frånvarande etiken: Några reflektioner över etikens position i skola och lärarutbildning},
author = {Carlsson, David},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap, FLR},
keywords = {innovative learning; innovativt lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonstefan_2025,
title = {Buddhismens kvinnor},
author = {Larsson, Stefan},
year = {2025},
journal = {Föreningen lärare i religionskunskap årsbok 2025},
pages = {118--138},
language = {swe},
publisher = {Malmö : FLR Föreningen lärare i religionskunskap},
keywords = {kvinnor i buddhismen}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_1,
title = {Om nationella prov i religionskunskap.},
author = {Franck, Olof},
year = {2013},
journal = {Religion och livsfrågor},
volume = {1},
number = {2013},
pages = {10--12},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2023,
title = {AI, singulariteten och den teknologiska gudomen: ett uppslag för terminologiska och existentiella diskussioner i klassrummet},
author = {Wallenstein, Frederik},
year = {2023},
journal = {Årsbok 2022},
pages = {102--117},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {religionsdidaktik; religion och vetenskap; gud; gudar; transhumanism; superintelligens; existentiella frågor}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plankkatarina_2021,
title = {Utövad och utlärd religion: Erfarenheter av undervisning och framställningar av levd religion},
author = {Plank, Katarina and Enstedt, Daniel},
year = {2021},
journal = {Föreningen Lärare i Religionsvetenskap Årsbok},
number = {52},
pages = {11--36},
language = {swe},
publisher = {Malmö : Föreningen Lärare i religionskunskap},
keywords = {religious studies and theology},
issn = {0348-8918}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2016_2,
title = {Religionskunskap 1 för gymnasiet: ett digitalt läromedel},
author = {Aldrin, Viktor and Holmgren, Anders},
year = {2016},
language = {swe},
publisher = {Nationalencyklopedin}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2015,
title = {Empatiträning på schemat},
author = {Visuri, Ingela},
year = {2015},
journal = {Från Alfons till Dostojevskij 2},
pages = {64--69},
language = {swe},
publisher = {Stockholm : Fondi förlag},
keywords = {empati; undervisning; religionskunskap; abrahams barn; abrahams döttrar; legender; litteratur},
abstract = {I detta kapitel diskuteras möjligheten att utgå ifrån berättande och rolltagande inom undervisning om de abrahamitiska religionerna (judendom, kristendom och islam). Syftet är att både bidra till elevernas förståelse av de olika traditionerna, samt utveckla deras empatiska förmågor. }
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_carlstrmcharlotta_2025,
title = {Kunskapsområdet sexualitet och relationer i skolämnet religionskunskap: Att skapa en angelägen undervisning i ett föränderligt samhälle},
author = {Carlström, Charlotta and Kaas, Malin and Liljefors Persson, Bodil and Magnusson, Emelie},
year = {2025},
language = {swe},
publisher = {Södertörns högskola},
abstract = {Under sommaren 2022 införde Skolverket ändringar i samtliga skolformers läroplaner där kunskapsområdet sexualitet, samtycke och relationer ersatte den tidigare sex- och samlevnadsundervisningen. I denna rapport vill vi uppmärksamma och reflektera kring de utmaningar som lärare kan möta när kunskapsområdet sexualitet och relationer inkluderas i skolämnet religionskunskap.Religionskunskapsämnet kan utgöra ett inkluderande rum för alla elever att möta dessa, som vi kan kallar dem, (s)existentiella frågor i undervisningen från de lägre åldrarna genom hela grundskolan och gymnasieskolan. Det är därför angeläget att kunskapsområdet sexualitet och relationer också ingår i utbildningen för blivande lärare i religionskunskap.Undervisning om sexualitet, samtycke och relationer behöver kopplas till den kulturella och religiösa mångfald elever idag rör sig i. Många elever har migrationsbakgrund, eller har föräldrar som har migrerat. De möter olika norm- och värdesystem i sitt vardagliga liv mellan skolan och hemmet, vilket kan bidra till utmaningar inom undervisningen om sexualitet och relationer.En betydande andel ungdomar lever under hedersnormer. Hbtq+-personer som lever i konservativa religiösa miljöer riskerar utsatthet och omvändelseförsök. Skolan behöver ha beredskap att upptäcka och hantera utsatthet och integrera kunskap om hedersproblematik och renhetskulturer i undervisningen. Skolan kan fungera som frizon förelever från värdekonservativa hem.I rapporten reflekteras kring hur lärare kan använda religiösa urkunder för att undervisa om sexualitet, samtycke och relationer på ett sätt som både är respektfullt för elevernas olika bakgrunder och samtidigt främjar en kritisk reflektion. I rapporten ges konkreta lektionsupplägg inom religionskunskap som visar hur normmedvetenhet, samtycke och etiska dilemman kan integreras via till exempel skapelseberättelser, urkunder och samtal om kön, makt och sexualitet.Rapporten ger en inblick i ämnet religionskunskap och hur det har formats som skolämne samtidigt som ämnet relateras till samhällsförändringar och den mångfald av religioner och livsåskådningar som unga människor möts av idag. Förhoppningen är att innehållet ska inspirera, engagera och ge konkreta förslag på hur kunskapsområdet sexualitet och relationer kan bidra till en angelägen undervisning ireligionskunskap.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2017,
title = {En missförstådd reformation?},
author = {Berntson, Martin},
year = {2017},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {4--5},
language = {swe},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2015,
title = {Myten om enhetskyrkan. En diskussion om historievetenskapliga perspektiv i religionskunskapsämnet},
author = {Berntson, Martin},
year = {2015},
journal = {Aktuellt om historia},
volume = {2},
number = {2015},
pages = {133--153},
language = {swe},
issn = {0348-503X}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2012,
title = {Att undervisa om religion och vetenskap. Med grund i ämnesplanen i religionskunskap},
year = {2012},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religion; vetenskap; undervisning; religionskunskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024,
title = {Att undervisa om etik i religionskunskap},
author = {Franck, Olof},
year = {2024},
journal = {Undervisa i religionskunskap Didaktik och metodik för ämneslärare, Red. Olof Franck, Bodil Liljefors Persson och Malin Löfstedt},
pages = {63--78},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {religionsdidaktik religionspedagogik religionskunskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2022,
title = {Refining the Critical Eye in multicultural educational contexts - Paths to Knowledge-Based Teaching on Religion},
author = {Franck, Olof and Thalén, Peder},
year = {2022},
journal = {50th Annual conference: PESA (Philosophy of Education Society of Australasia), Sydney, Australia 8 - 10 December 2022. (Peer reviewed.)},
language = {eng},
keywords = {religionsdidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2019,
title = {Unga, religion och lärande},
author = {Löfstedt, Malin and Sjöborg, Anders},
year = {2019},
journal = {Unga och religion. },
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {religionssociologi; sociology of religion; curriculum studies}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020,
title = {Etik i SO-undervisningen},
author = {Franck, Olof},
year = {2020},
journal = {SO-didaktik. Etik i SO-undervisning. Öppenhet och reflektion, red: Olof Franck och Anna-Lena Lilliestam},
pages = {6--9},
language = {swe},
keywords = {etik i samhällsorienterande ämnen},
issn = {2002-4525}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallgrenroland_2009,
title = {Bara vanligt vatten? Religionskunskapen flyttar utomhus.},
author = {Hallgren, Roland},
year = {2009},
journal = {Uppbrott. Brytpunkter och övergångar i tid och rum.},
pages = {149--161},
language = {swe},
publisher = {Kalmar : Högskolan i Kalmar},
keywords = {religion/theology; study of religions}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_4,
title = {Barns livsfrågor och skolans svar},
year = {2025},
language = {swe},
publisher = {Natur och kultur},
keywords = {existential issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier},
abstract = {Barns existentiella och etiska funderingar kan dyka upp i alla skolsituationer och årskurser – livsfrågorna är ständigt närvarande. Trots det är det väldigt olika vilket utrymme dessa frågor faktiskt får i skolan samt hur de bemöts och bearbetas. Livsfrågor har funnits med i svensk läroplan sedan 1969, främst inom religions- och etikundervisning, samtidigt som detta allmänmänskliga tema passar och är viktigt för flera skolämnen. Vilken funktion har då frågorna i barnens bearbetning av sin tillvaro och världen? Hur kan man konkret arbeta med frågorna i klassrummet och vad händer om de inte hinns med? I "Barns livsfrågor och skolans svar" presenteras forskning kring ämnet. Genom barns texter, lärarintervjuer och internationella jämförelser framträder en bild av läget i dagens skola. Som fond till de nya forskningsresultaten finns såväl tidigare studier som aktuell utbildningsteori och utbildningsfilosofi. Tillsammans ger bokens kapitel en god grund för en fördjupad didaktisk diskussion om livsfrågornas plats i skolan.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_westerlunddavid_1997,
title = {Aktuell religionshistorisk verksamhet i Sverige},
author = {Westerlund, David},
year = {1997},
journal = {Svensk Religionshistorisk Årsskrift},
number = {7},
pages = {143--159},
language = {eng},
keywords = {history of religion},
abstract = {I denna artikel presenteras undervisning och framför allt forskning i religionshistoria vid svenska universitet och högskolor. Artikeln innehåller bland annat en förteckning över doktorsavhandlingar som lagts fram i Göteborg, Lund, Stockholm och Uppsala u}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_2,
title = {(O)mätbarhet? Om nationella prov i religionskunskap},
author = {Franck, Olof},
year = {2013},
journal = {Religion och livsfrågor},
volume = {1},
number = {2013},
pages = {20--23},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2014_1,
title = {Kyrkohistoria som en del av religionskunskapsämnets identitet - Reflektioner över läroplan och tillämpning},
author = {Berntson, Martin},
year = {2014},
journal = {14 röster kring samhällsstudier och didaktik},
pages = {15--53},
language = {swe},
publisher = {Jönköping : Samhällsstudier & Didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordstrmkarin_2014,
title = {Religionkunskap inom pluralism – Etiska reflektioner i ljuset av Martha Nussbaums capabilities approach},
author = {Nordström, Karin},
year = {2014},
journal = {14 röster kring samhällsstudier och didaktik},
pages = {79--94},
language = {swe},
publisher = {Jönköping : Samhällsstudier & didaktik}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_asplundjonas_2022,
title = {Becoming Cyborg Composer: The Ecology of Digital Music Composition Didaktik},
author = {Asplund, Jonas},
year = {2022},
language = {eng},
publisher = {Stockholm University},
keywords = {music education; music composition; digitalisation; posthumanism; ämnesdidaktik med inriktning mot de estetiska ämnenas didaktik; teaching and learning with specialisation in the arts education},
abstract = {The aim of this licentiate thesis is to explore the sociomaterial relationality of music composition education with digital hardware/software and its outcomes. Two studies were conducted interleaved as original articles in the thesis. Article 1 explores learning in creational processes involving digital actants and two composers of contemporary art music. The posthumanist concept of the cyborg is enacted as a signifier for learning and becoming in relation with material actants. An interview with a composer and music application creator is analysed through a constructed posthumanist narrative entangled with the researcher’s narrative of a music creation process involving the app. Also, the app’s meaning-making capacities are entangled in the narrative. Results show that alignments between human and nonhuman actants constitute a part of learning in music composing practices. Artefacts move from being evident and present to becoming transparent and in a background relation during a learning process.In article 2 a composing assignment conducted in four year 9 classes in a Swedish compulsory school is explored. Employing the posthumanist concept compositionism as a research approach, educational activities are composed into assemblages of actants performing the outcomes of the activities. Results bring the human/nonhuman actants as hybrid originators of outcomes to the fore. Learning with digital actants also showed to be hardware/software specific when past experiences of music composing were limited, with the risk of reducing pupils to intermediaries of information between functions in the digital software.In the summarising parts of this compilation thesis, a background of the research field of didaktik and subject didaktik is delineated. Also, the distinction between didactics and didaktik is discussed and the reason for employing the Swedish/German spelling is explicated. Furthermore, a background of composing and music creation as subject matter in the Swedish school system is drawn. Theoretical and methodological approaches are further developed in the summarising parts. Posthumanism as theoretical onset has a profound impact on understandings of relationality within educational activities and on how materiality is affecting learning. Methodological approaches are actuated in relation to the research material to find new meanings of sociomaterial relationality in music education.As one outcome of reading the results from the studies through posthumanism, the tentative term postdidaktik is proposed and discussed. Following the ontological turn of posthumanism that re-entangles human with nature and matter, postdidaktik becomes an implication for understanding learning in sociomaterial relationality. This also affects an understanding of didaktik as lesson planning, enactment, and analysis. The practical employment of postdidaktik is thus further delineated and proposed for further research.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_2,
title = {Challenging life: existential questions as a resource for education},
year = {2018},
language = {eng},
publisher = {Waxmann Verlag},
keywords = {personal worldview; existential questions; didactics of religion; sustainability; livsfrågor; religionsdidaktik; existentiella frågor; hållbarhet; innovative learning},
abstract = {There is increasing recognition today that young people need to have knowledge about religions and world views in order to live and work in diverse societies. What kind of 'maps' are they provided with through religious, values, and ethics education? Does education address the challenging existential questions that children and adolescents ask about life and the world? This volume addresses different aspects of how existential questions have been dealt with in educational research. It especially draws attention to the Swedish research tradition of focusing on life questions and the interpretation of life in education, but with contemporary international research added. It also addresses ethics education and discusses possible options for the future of existential questions as a resource for education. }
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2016_3,
title = {Själavårdsundervisning i Svenska kyrkan: en nulägesrapport om utbildning och fortbildning i själavård 2015},
author = {Aldrin, Viktor},
year = {2016},
language = {swe},
publisher = {Lunds universitet, Centrum för teologi och religionsvetenskap (CTR)},
keywords = {svenska kyrkan; själavård; undervisning; fortbildning; utbildning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_1,
title = {Location, Space and Place in Religious Education},
year = {2017},
language = {eng},
publisher = {Waxmann Verlag},
keywords = {religious education; space; religionsundervisning; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2001,
title = {Hymnology, Aesthetics and Religious Education: The Hymnological-didactical Circle},
author = {Selander, Sven-Åke},
year = {2001},
journal = {Creativity, Imagination and Criticism},
pages = {201--212},
language = {eng},
publisher = {Cardiff : Cardiff Academic Press}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_1,
title = {Intersections of Religions, Education, and A Sustainable World (Book presentation)},
author = {Franck, Olof and Windsor, Sally},
year = {2024},
journal = {Nationellt forum för religionsdidaktisk/pedagogisk forskning / Norsk religionspedagogisk forskerforum Konferens i Oslo 240418-240419},
language = {swe},
keywords = {social hållbarhet; etik och värden; religionsundervisning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2002,
title = {Kvinnors rättigheter som Allahs krav: En analys av undervisningsmanualen Claiming our rights},
author = {Svensson, Jonas},
year = {2002},
journal = {Stigma, status och strategier},
pages = {111--126},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {islam; feminism; mänskliga rättigheter; islamology; islamologi; study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_1,
title = {Att undervisa om religioner och livsåskådningar i en postsekulär tid},
author = {Franck, Olof},
year = {2020},
journal = {Ämnets dag: Religion 20201027, Institutionen för litteratur idéhistoria och religion, Göteborgs universitet},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_2,
title = {Inledning},
author = {Franck, Olof and Thalén, Peder},
year = {2018},
journal = {Franck, Olof & Thalén, Peder (red): Interkulturell religionsdidaktik. Utmaningar och möjligheter, 15 - 22},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religionsdidaktik interkulturalitet interkulturell undervisning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2023_1,
title = {Att undervisa om religion och vetenskap},
author = {Wallenstein, Frederik},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
language = {swe},
publisher = {: Gleerups Utbildning AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2024_1,
title = {Religiously literate for what context?: Swedish RE as mirrored in India},
author = {Niemi, Kristian},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {237--252},
language = {eng},
publisher = {Münster : Waxmann Verlag}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_1,
title = {Religion och vetenskap i dialogisk undervisning om tro, vetande och konstruktiv religionskritik,},
author = {Franck, Olof},
year = {2019},
journal = {Konferens: Skolan och kyrkan 1 februari 2019, Kyrkostyrelsen, Evangelisk lutherska kyrkan i Finland, Helsingfors},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2018,
title = {Peter Fjellstedts syn på uppfostran och undervisning},
author = {Lindmark, Daniel},
year = {2018},
journal = {Visioner för en bättre värld},
pages = {101--123},
language = {swe},
publisher = {Lund : Lunds universitets kyrkohistoriska arkiv},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2015_3,
title = {Religious Education in Contemporary Pluralistic Sweden},
author = {Kittelmann Flensner, Karin},
year = {2015},
language = {eng},
publisher = {Göteborgs universitet},
keywords = {religious education; secularism; spirituality; nationalism; swedishness; education; ethnography; classroom observation; discourse analysis; educational science},
abstract = {In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The overall aim of this thesis is to explore and analyse how Religious Education (RE) can be socially constructed in the upper secondary school classroom practice in the pluralistic context of contemporary Sweden. The result is based on findings from participant observations of 125 Religious Education lessons at three upper secondary schools in Sweden, both on vocational programs and on preparatory programs for higher education. Discourse analysis, curriculum theory, and didaktik of religion are used as theoretical and analytic approaches. The findings indicate that a secularist discourse was hegemonic in the classroom practice and implied norm of talking about religion, religions and worldviews as something outdated and belonging to history. A non-religious, atheistic position was articulated as neutral and unbiased in relation to the subject matter and was associated with being a rational, critically thinking person. However, there were also spiritual and swedishness discourses of religion that in some respects challenged the hegemonic discourse, but also enforced it. The programs at upper secondary schools were influenced by different educational discourses called a private discourse and an academic rational discourse, which affected the construction of the subject in these different contexts. Implications of the discourses are discussed in relation to the classroom practice and aims of Religious Education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wickstrmjohan_2022,
title = {Komparativ religionsundervisning: Teoretiska förutsättningar och didaktiska implikationer},
author = {Wickström, Johan},
year = {2022},
journal = {Nordidactica},
volume = {4},
number = {12},
pages = {47--77},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {religionsdidaktik; jämförelse; religionsundervisning; religionsfenomenologi; jämförande religionsvetenskap; curriculum studies; education},
abstract = {This article focuses how comparisons could be made within RE. The study is a theoretical review of research that culminates in some practical didactic implications för conscious comparisons. The article examines how previous research within the History of Religions and Religious Education has understood and applied comparisons as a method. By identifying ideological and epistemological problems in this research, especially in the phenomoneology of religion and in the everyday practice of RE, the article attempts to formulate some basic principles for more conscious comparisons. The article states that comparisons are central to knowledge-building, but that previous comparisons have had strong biases. Six didactical implications for teaching RE in the elementary school are formulated: 1. Problematize the concepts of religion, 2. Make limited comparisons, 3. Designe the comparison categories consciously, 4. Discuss the aims and results of the comparisons, 5. Focus on similarities and differences and give "thick" context descriptions and 6. Use first-hand sources and texts. By this approach the article provides practical advice for teachers who want to work with comparisons in their teaching while avoiding the most blatant pitfalls. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2025,
title = {Introduktion: Semi-sekulära perspektiv på religionsundervisning},
author = {Liljestrand, Johan and Franck, Olof},
year = {2025},
journal = {Red. Religion och livsfrågor, Temanummer Semi-sekulära perspektiv på religionsundervisning},
volume = {2024},
number = {56},
language = {swe},
keywords = {religionsfilosofi religionspedagogik religionsdidaktik},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2025_1,
title = {TEMA Semi-sekulära perspektiv på religionsundervisning},
author = {Liljestrand, Johan and Franck, Olof},
year = {2025},
journal = {Religion och livsfrågor, Red.},
volume = {4},
number = {56},
pages = {4},
language = {swe},
keywords = {religionsfilosofi religionspedagogik religionsdidaktik},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2010,
title = {Att söka kunskap - islamisk utbildning och pedagogik i historia och nutid},
year = {2010},
language = {swe},
publisher = {Liber},
keywords = {islam; utbildningshistoria; medeltid; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2018_1,
title = {Religionsvetenskapliga tröskelbegrepp: stötestenar och språngbrädor vid utvecklingen av ett ämnesperspektiv},
author = {Niemi, Kristian},
year = {2018},
journal = {Nordidactica},
volume = {2018},
pages = {1--22},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {threshold concepts; religious education; world religion paradigm; lived religion; sweden; higher education; subject specific didactics; tröskelbegrepp; religionsundervisning; världsreligionparadigm; levande religion; sverige; högskolepedagogik; ämnesdidaktik; religionsdidaktik; religious studies and theology},
abstract = {To master an academic discipline is challenging, and different scientific disciplines pose particular challenges to the novice, or beginner, that approach the subject. Threshold concepts has proven to be a pedagogically fruitful framework, related to the gradual mastering of a subject-specific perspective. The article introduces the framework, followed by an overview of how threshold concepts have been used in research of the field of religious education. Previous research has primarily been concerned with confessional RE. The discussion is broadened to a Swedish university context through empirical material (interview and survey) of students from History of Religion. It is argued that lived religion, world religion paradigm, emic/etic, and orthodoxy/orthopraxy could be threshold concepts in this context. As such, they could be considered as keys unlocking the academic subject of History of Religion. The education given might be improved by considering the threshold concepts in course planning and teaching.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2014,
title = {Det svenska religionskunskapsämnet från ett östeuropeiskt perspektiv},
author = {Zipernovszky, Hanna},
year = {2014},
journal = {Perspektiv på religionskunskap i svensk skola},
pages = {23--32},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_1,
title = {Mellan kunskap och fostran. En bok om syfte och mål med skolans undervisning om etik},
year = {2023},
language = {swe},
publisher = {Studentlitteratur},
keywords = {etikundervisning; kontroversiella frågor; relationell pedagogik; kritisk värdepedagogik; kraftfull kunskap i undervisning om etik och religion; innovative learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2007,
title = {Sjundedagsadventisternas friskola i Ekebyholm},
author = {Aldrin, Viktor},
year = {2007},
journal = {Religiösa friskolor i Sverige},
pages = {157--169},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {sjundedagsadventism; friskola; ekebyholm}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2006,
title = {Det primära är inte att förstå: Koranundervisning i en svensk friskola},
author = {Berglund, Jenny},
year = {2006},
journal = {Den mångtydiga skolan},
pages = {191--210},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_1,
title = {Emancipatory Religious Education. Developing a Stategy for Existential-Transcendental Analyses in Non-Confessional Contexts of Religious Education},
author = {Franck, Olof},
year = {2015},
journal = {Pantheon. Journal for the Study of Religions},
volume = {2},
number = {9},
pages = {3--20},
language = {eng},
keywords = {religious literacy; critical literacy; non-denominational re; reciprocal learning},
abstract = {When a new curriculum for compulsory school in Sweden started to run in 2011, some critical arguments were formulated against the wording of the syllabus for the subject of religion. The strict core content and the demanding knowledge requirements seemed to the critics to signal that religion is a matter-of-fact subject where what is to count as knowledge is what may be judged either factually true or factually false. This criticism may be stated to rest upon a too narrow interpretation of the syllabus, but it raises an important question concerning how to define the concept of religious literacy within contexts of non-confessional religious education. In this article the need for various interpretations of this concept is emphasized. Non-confessional religious education may be developed with regard to diverse substantial areas and along various methodological strands. In this article such a development is penetrated from alternative angles and the concept of religious literacy is, consequently, made the object of a pluralistic analysis.},
issn = {1803-2443}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schalkpeter_1995,
title = {Nutida undervisning och forskning om buddhism vid svenska universitet},
author = {Schalk, Peter},
year = {1995},
journal = {Boisselier, J, Buddhan och vägen till visdom},
pages = {148--150},
language = {eng},
publisher = {: Berghs förlag},
keywords = {buddhism; history of religion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_keinnenmarjaliisa_2024,
title = {Att bringa ljus i ”okunnighetens mörker”: Språk- och kristendomsundervisningen bland skogsfinnar i nordvästra Värmland 1765–1810},
author = {Keinänen, Marja-Liisa},
year = {2024},
journal = {På nya stigar och spår},
pages = {331--372},
language = {swe},
publisher = {Uppsala : Institutionen för moderna språk, Uppsala universitet},
keywords = {värmlandsfinnar; kristendomsundervisning; undervisningsspråk; history of religion},
abstract = {Kapitlet undersöker kyrkans verksamhet bland skogsfinnar i nordvästra Värmland (1765–1810), med särskilt fokus på kristendomsundervisningens organisering och frågan om undervisningsspråket.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023,
title = {Kraftull kunskap i undervisning om kontroversiella frågor om religion: några perspektiv på tro, mångfald och demokratisk fostran i ett postsekulärt samhälle},
author = {Franck, Olof},
year = {2023},
journal = {Olof Franck & Peder Thalén (red.), Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik},
pages = {55--70},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religion; kontroversiella frågor; kraftfull kunskap; kunskapsförankrad undervisning om kontroversiella frågor; demokratiska samtal}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_2,
title = {Religion och samhällsförändring: Aktuella perspektiv i religionsvetenskaplig forskning},
year = {2023},
language = {swe},
publisher = {Liber},
keywords = {health and society; hälsa och samhälle},
abstract = {Denna antologi erbjuder forskningsbaserade och didaktiska perspektiv på religion och samhällsförändringar. Antologin är resultatet av ett samarbete mellan forskare från flera olika discipliner vid Malmö universitet och visar på den mångfald av forskningsperspektiv som ryms inom ämnesområdet religionsvetenskap i Sverige idag.Antologin vänder sig till studenter och verksamma lärare samt en vidare intresserad läsekrets som önskar få tillgång till aktuell forskning och fördjupa sin ämnesteoretiska kunskap. Genom fyra teman belyses aktuella perspektiv på brännande frågor inom samtida religionsvetenskaplig forskning: Religion, kön och sexualitet, Religion, unga och skola, Religion, möten och förändringar samt Religion, politik och samtid.I en samtid som präglas av ständigt pågående förändring är religion och livsåskådningsfrågor synnerligen aktuella. Mötet mellan historiska traditioner och nutida samhällsutveckling visar hur inte bara religiösa rörelser, utan också människors trosuppfattningar och identiteter, omtolkas och förändras över tid. Undervisningen i religionskunskap i grund- och gymnasieskolan utgår från att kunskap om religion och andra livsåskådningar är central för vår förståelse av en omvärld som i allt större utsträckning präglas av mångfald och förändring.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2014,
title = {Undervisa i eller om islam: IRE-lärares didaktiska val i Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2014},
journal = {Blickar},
pages = {129--148},
language = {swe},
publisher = {Växjö : Linnaeus University Press},
keywords = {islam; kenya; utbildning; undervisning; study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2024,
title = {Berättelser om omsorg: omsorgsetikens kritiska potential i skolans värdeförmedlingsuppdrag},
author = {Norgren Hansson, Mimmi},
year = {2024},
language = {swe},
publisher = {Umeå University},
keywords = {values education; moral education; care ethics; peer-relations; compulsory school; värdeförmedling; värdegrundsuppdraget; omsorgsetik; elevrelationer; mellanstadiet; religionssociologi; sociology of religion},
abstract = {From a care ethics perspective, this thesis aims to discuss and conceptualise children’s experiences of care in Swedish compulsory school. I initiate an ethical discussion focusing on the theoretical core of care ethics and exploring how the framework can be used and developed within the aforementioned educational context. The thesis consists of two empirical and two theoretical articles. In the empirical articles, a qualitative approach is employed to interview sixth-grade children about their experiences giving and receiving care within peer relationships in school. The theoretical articles explore the conditions of values education in Swedish schools and the application of the care ethics framework in the context of new moral psychological research. Article I, “Dissonance between liberal and conservative function: an analysis of values education in Swedish schools”, underscores the significance of contextualisation in analyses of values education, emphasising the intricate interplay between societal values and those imparted within educational contexts. It critically evaluates existing theoretical frameworks and approaches, highlighting the need to disentangle values from function and navigate dissonance within diverse value systems. In article II, “Caring narratives from Swedish compulsory school”, a care ethics perspective is employed to analyse caring narratives from pupils in sixth grade, revealing the dynamic roles of caregivers and recipients of care in shaping a reactive care narrative. Partiality’s pivotal role in care dynamics is explored in article III, “The partial care”, stressing its impact on peer relationships in school environments. Article IV, “What can Moral Psychology Contribute to the Understanding of an Ethics of Care?”, delves into recent developments in moral psychology, challenging the care ethics understanding of moral reasoning by acknowledging the connection between rapid emotional responses and deliberate rational thinking. It connects these psychological insights with the ethics of care, exploring the relationship between intuitive acts of natural care and deliberate choices of ethical care in a moral pedagogical context. In synthesising these themes, my thesis contributes to a relational understanding of values education and situates the ethics of care framework within the realm of education. It offers a novel perspective on the interrelationships between values education, critical Religious Education, and the feminist framework of care ethics, enriching the discourse within these subdisciplines.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2018,
title = {Att vara religionslärare i en tid av radikal mångfald},
author = {Thalén, Peder},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {179--194},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {innovative learning; innovativt lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_maurinsderholmhanna_2021,
title = {Stimulerad medkänsla},
author = {Maurin Söderholm, Hanna and Axelsson, Ann-Sofie and Olausson, Sepideh and Langelotz, Lill},
year = {2021},
journal = {Didaktisk dialog i högre utbildning},
pages = {163--181},
language = {swe},
keywords = {universities; teaching; higher education; cooperative behavior; cooperativeness; högskoleutbildning; cooperation; samarbete; medarbetarskap},
abstract = {Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_2,
title = {Inledning: Om antisemitism},
author = {Franck, Olof},
year = {2024},
journal = {Religion och Livsfrågor},
volume = {1},
number = {1},
pages = {1},
language = {swe},
keywords = {antisemitism; religionskunskap},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_3,
title = {Introduktion},
author = {Franck, Olof and Liljefors Persson, Bodil and Löfstedt, Malin},
year = {2024},
journal = {Undervisa i religionskunskap: Didaktik och metodik för ämneslärare, Red. Olof Franck, Bodil Liljefors Persson och Malin Löfstedt},
pages = {7--10},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {religionsdidaktik religionspedagogik religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_4,
title = {Om etik, undervisning och skönlitteratur},
author = {Franck, Olof and Liljestrand, Johan},
year = {2024},
journal = {Tema Skönlitteraturbaserad etikundervisning, Religion och livsfrågor},
volume = {3},
pages = {3},
language = {eng},
keywords = {etikundervisning religionskunskap skönlitteraturbaserad undervisning},
issn = {0348-8918}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_5,
title = {Tema Antisemitism},
author = {Franck, Olof},
year = {2024},
journal = {Religion och livsfrågor (red)},
volume = {1},
pages = {1},
language = {swe},
keywords = {antisemitism; religionskunskap},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lyngfeltanna_2023,
title = {Varför skönlitteratur i undervisning om etik?},
author = {Lyngfelt, Anna},
year = {2023},
journal = {Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning},
pages = {87--93},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {skönlitteratur; etikundervisning; grundskolan}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2003,
title = {Tolkningar, förhandlingar och tystnader. Elevers tal om religion i det mångkulturella och postkoloniala rummet.: Interpretations, negotiations, and silences. Pupils' talk about religion from within multicultural and postcolonial spaces},
author = {von Brömssen, Kerstin},
year = {2003},
language = {swe},
publisher = {Göteborg University},
keywords = {religion; discourse; pupil; multiculturalism; identity; diaspora; hybridity; transnationality; the other}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_davagedavid_2021,
title = {Att undervisa i exegetik under pandemin: några praktiska reflektioner},
author = {Davage, David and Hägerland, Tobias and Scheuer, Blaženka and Viberg, Åke},
year = {2021},
journal = {Svensk Exegetisk Årsbok},
number = {86},
pages = {73--82},
language = {swe},
keywords = {bibelvetenskap; högskoledidaktik},
issn = {1100-2298}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2023,
title = {Islam och förhandlingar om identitet},
author = {Enstedt, Daniel},
year = {2023},
journal = {Religioner, livsåskådningar och etik : för lärare årskurs 4-9 och gymnasiet / Olof Franck, Christina Osbeck & Kerstin von Brömssen (red.).},
pages = {155--164},
language = {swe},
publisher = {Malmö : Gleerups}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_3,
title = {Mångkulturella klassrum är en utmaning för lärarna},
author = {Franck, Olof and Thalén, Peder},
year = {2018},
journal = {Dagens Samhälle},
language = {swe},
issn = {1652-6511}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2025,
title = {Den snuskiga Gurudwaran. Om möten med människor och materialitet i lärarutbildning},
author = {Kardemark, Wilhelm},
year = {2025},
journal = {Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet / Getahun Abraham, Elin Elmér, Karin Flensner, Osa Lundberg (red.)},
pages = {119--128},
language = {swe},
publisher = {Trollhättan : Högskolan Väst}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014,
title = {Sekulär undervisning om religiöst motiverad etik - om motstånd, underkastelse och emancipation},
author = {Franck, Olof},
year = {2014},
journal = {Religion og livssyn. Tidsskrift for Religionslaererforeningen i Norge},
number = {26},
pages = {23--27},
language = {swe},
keywords = {etikdidaktik; religionskunskap; transcendens; bonhoeffer},
issn = {0802-8214}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonchrister_2024,
title = {Antisemitism: Historiska, kulturella och pedagogiska perspektiv},
author = {Mattsson, Christer and Johansson, Thomas},
year = {2024},
language = {swe},
publisher = {Studentlitteratur},
abstract = {Trots att Sverige är ett av världens minst antisemitiska länder ökar antalet antisemitiska hatbrott kraftigt varje gång Israel-Palestinakonflikten tilltar i intensitet. Även om öppna och tydliga antisemitiska utsagor är svåraccepterade i Sverige har det visat sig att urgamla fördomar om judar kan aktiveras snabbt. Hur ska vi förstå detta fenomen och hur hanterar vi det inom skola och undervisning? Antisemitism handlar inte om judar. Antisemitism handlar om antisemiters fantasier om judar och dessa fantasier får negativa, ibland förödande, konsekvenser för judar och samhället i stort. Fördomar finns bevarade i tankestrukturer, språkliga uttryck, symboler och andra kulturella markörer utan att den enskilde individen nödvändigtvis är medveten om det. Implicita antisemitiska föreställningar, vad som här benämns som strukturell antisemitism, kan aktiveras både snabbt och omedvetet. Boken ger kunskaper om antisemitismens historiska rötter och bidrar med socialpsykologiska och pedagogiska perspektiv på antisemitism. Den är avsedd för grundläggande högskole- och universitetsutbildning inom humanistiska och samhällsvetenskapliga ämnen och med sitt tydliga fokus på skola och undervisning är den särskilt relevant för lärarutbildningen.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_2,
title = {Lika och unika : om mening, värde och tro Religionskunskap 1 och 2 / Olof Franck.},
author = {Franck, Olof},
year = {2020},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religionskunskap; mening; värde}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonstefan_2025_1,
title = {Hur undervisar man om buddhismen och vad ska man undervisa om},
author = {Larsson, Stefan},
year = {2025},
journal = {Religion och livsfrågor},
volume = {4},
pages = {5--9},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {undervisning om buddhism; innovative learning; innovativt lärande},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1988,
title = {Reflektionens didaktik: om eftertanke, analys och helhetssyn},
author = {Selander, Sven-Åke},
year = {1988},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2017_1,
title = {Finns det några religiösa här?: Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap},
author = {Kittelmann Flensner, Karin},
year = {2017},
journal = {LIR.journal},
volume = {8},
pages = {66--81},
language = {swe},
keywords = {religious education; educational drama; teacher education; methodology; religionsundervisning; drama; lärarutbildning; educational science},
abstract = {In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifcations in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.},
issn = {2001-2489}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2010,
title = {Teaching Islam: Islamic Religious Education in Sweden},
author = {Berglund, Jenny},
year = {2010},
language = {eng},
publisher = {Waxmann},
keywords = {islam; religionsundervisning; muslimsk skola}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2007,
title = {Digitised Church Archives: a Challenge to Religious Educators},
author = {Zipernovszky, Hanna},
year = {2007},
journal = {Religious Diversity and Education},
pages = {107--116},
language = {eng},
publisher = {Münster, Germany : Waxmann Verlag},
keywords = {religious education; church archives; digitised acrhives; swedish education; education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_3,
title = {SO för lärare 1 - 3},
year = {2024},
language = {swe},
publisher = {Gleerups},
keywords = {undervisning i samhällsorienterande ämnen historia; geografi; religionskunskap; samhällskunskap lågstadiet lärarutbildning},
abstract = {Boken ger en ämnesdidaktisk grund till undervisning i geografi, historia, religionskunskap och samhällskunskap i kombination med metodik som ger exempel på hur undervisning med lågstadieelever kan utformas.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_myrvoldkristina_2009,
title = {Forskningsbaserad undervisning: Utvärdering av övningar på en religionshistorisk kurs},
author = {Myrvold, Kristina},
year = {2009},
language = {swe}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2015,
title = {Undervisning i konsten att vårda själar: rapport om utbildning och fortbildning i själavård i Svenska kyrkan år 2015},
author = {Aldrin, Viktor},
year = {2015},
language = {eng},
publisher = {Beställd av Kyrkostyrelsen, Svenska kyrkan/Commissioned by the Board of the Church of Sweden},
keywords = {utbildning; undervisning; själavård; fortbildning; svenska kyrkan}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_myrvoldkristina_2015,
title = {Forskningsbaserat lärande: Reflektioner kring undervisning och examination},
author = {Myrvold, Kristina},
year = {2015},
journal = {Religionsdidaktiska studier},
pages = {51--65},
language = {swe},
publisher = {Växjö : Linnaeus University Press},
keywords = {study of religions}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_2,
title = {Religionskunskap 1 Lärarmaterial med digital del},
author = {Franck, Olof},
year = {2015},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religion etik mening värde didaktik},
abstract = {I Religionskunskap 1 – om mening, värde och tro presenteras fakta, föreställningar och frågor. Här behandlas utförligt och nyanserat olika perspektiv på mening, värde och etiska frågeställningar samt de stora religionerna och livsåskådningar som inte är religiösa. Tanken är att eleverna med hjälp av läromedlets resonerande texter, konkreta exempel och engagerande uppgifter ska samtala, diskutera, fundera vidare på egen hand och tillsammans med andra. Lärarmaterialet som hör till är tänkt att fungera som en inspirationskälla. Här finns bland annat kommentarer till kapitlens innehåll, kompletterande uppgifter, mediatips, utskrivbara versioner av elevbokens fördjupningar och kartor samt presentationer i PowerPoint. DIGITAL DEL • Interaktiv version av lärarmaterialet, i vilken det går att söka, stryka under, anteckna och länka • Kompletterande uppgifter, i word • Utskrivbara versioner av kartor och fördjupningar • OH-underlag i PowerPoint}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1999,
title = {Education as Formation},
author = {Bäckström, Anders},
year = {1999},
journal = {Formation in a changing church},
pages = {7--17},
language = {eng},
publisher = {Uppsala : Religionsbeteendevetenskapliga förl.},
keywords = {sociology of religion; religionssociologi},
abstract = {Den s k formeringsprocessen vid en högre utbildning underlättas genom att ett inlärningsperspektiv anläggs på undervisningssituationen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_3,
title = {TEMA Heder och hedersproblematik i relation till religionsundervisning},
author = {Franck, Olof and Liljestrand, Johan},
year = {2025},
journal = {Religion och livsfrågor},
volume = {1},
pages = {1},
language = {swe},
keywords = {heder; hedersproblematik; religionsundervisning},
issn = {0348-8918}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2020,
title = {Läroböcker på samiska: En diskussion om att välja ett eller flera samiska skriftspråk på 1720-talet},
author = {Lindmark, Daniel},
year = {2020},
journal = {Vägval i skolans historia},
volume = {4},
pages = {4},
language = {swe},
publisher = {: Föreningen för svensk undervisningshistoria},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria},
issn = {2002-0147}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016,
title = {Religioner, livsåskådningar och etik. För lärare årskurs 4 - 6 (red)},
author = {Franck, Olof and Osbeck, Christina and von Brömssen, Kerstin},
year = {2016},
language = {swe},
publisher = {Gleerups},
keywords = {religionskunskap; livsåskådning; undervisning},
abstract = {Att undervisa i ämnet religionskunskap är både spännande och roligt. Det är ett ämne där lärare och elever kan mötas i samtal om tro, mening, rätt och orätt, gott och ont. Det är också ett ämne där elevers erfarenheter är viktiga att ta vara på. Alla människor funderar över etiska och existentiella frågor och för religionskunskapsundervisningen utgör de en nödvändig grund. Samtidigt finns i nuvarande kursplan ett centralt innehåll för undervisningen, samt kunskapskrav utifrån vilka elevers ämneskunskaper ska bedömas. Detta ställer krav på en strukturerad, vederhäftig och klok undervisning. Det centrala innehållets rubriker i kursplanen är inte förhandlingsbara, men lärare har frihet att planera och genomföra sin undervisning på olika sätt. Det är en frihet som är viktig att ta vara på. Samtidigt ställer denna frihet krav på att man som lärare är påläst och försöker följa vad som händer i aktuell debatt och forskning. Den här boken är tänkt att vara en källa till att utveckla de ämnesteoretiska kunskaperna i religionskunskap. Boken är uppbyggd kring de fyra delarna i det centrala innehållet: Religioner och andra livsåskådningar, Religion och samhälle, Identitet och livsfrågor och Etik. Författarna är alla ämnesteoretiker, verksamma i högskole- och universitetsutbildning och forskning. Genom att presentera sina ämnesteoretiska perspektiv på hur det centrala innehållet kan uppfattas, vilka frågor som kan vara viktiga att uppmärksamma och vilka forskningsperspektiv som kan bidra till en djupare och mer dynamisk förståelse, ger de en grund för hur man som lärare kan utveckla sina ämneskunskaper.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1997,
title = {Att undervisa om Mellanöstern i Sverige},
author = {Hedin, Christer},
year = {1997},
journal = {Mellanöstern mellan öst och väst. Ymer. Årsbok för Svenska Sällskapet för Antropologi och Geografi},
pages = {46--67},
language = {eng},
keywords = {history of religion},
abstract = {Detta är en genomgång av didaktiska möjligheter och svårigheter vid undervisningen om Mellanöstern. Särskilt diskuteras de problem som hänger samman med den så kallade orientalismen, alltså frestelsen att formulera och framhäva den västerländska identitet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wiktorinpierre_2020_1,
title = {Undervisning om Buddhas liv},
author = {Wiktorin, Pierre},
year = {2020},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {14--16},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {religionsdidaktik; buddhismer},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1997_1,
title = {Arvet från Europas muslimer},
author = {Hedin, Christer},
year = {1997},
journal = {Religion och Livsfrågor},
volume = {4},
pages = {16--19},
language = {eng},
keywords = {history of religion},
abstract = {Återger muslimernas viktigaste bidrag till Europas kulturarv och diskuterar hur skolans undervisning om detta kan påverka nutida européers syn på islam.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1995,
title = {Att undervisa om en främmande kultur},
author = {Hedin, Christer},
year = {1995},
journal = {Bidrag till Interkulturella läroprocesser},
pages = {24--62},
language = {eng},
publisher = {: Stockholm},
keywords = {history of religion},
abstract = {I uppsatsen framhålles vikten av att undervisning om främmande kulturer bidrar till dubbelriktad kunskap. Den måste utformas så att självkännedomen fördjupas samtidigt med förståelsen för andra traditioner. Etnocentrism kan aldrig undvikas, bara genomskåd}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_halldorfjoel_2022,
title = {UR Samtiden - Att växa i mötet med andra: Kyrkorna och demokratin},
author = {Halldorf, Joel},
year = {2022},
language = {swe},
publisher = {Utbildningsradion},
keywords = {demokrati; folkbildning; folkrörelser; kristendomen; kristna samfund; kyrkohistoria; religion; sverige; undervisning; väckelserörelser; church history}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2017_2,
title = {Lived Religion and Religious Education},
author = {Kittelmann Flensner, Karin},
year = {2017},
language = {eng},
keywords = {religion; religious education; educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2013,
title = {Lärarledd plattform för arkivforskning på nätet},
author = {Zipernovszky, Hanna},
year = {2013},
journal = {Reformation, revolution, evolution},
pages = {139--144},
language = {swe},
publisher = {Umeå : Universitetspedagogiskt centrum (UPC), Umeå universitet},
keywords = {religionspedagogik; nätbaserad undervisning; digital arkivforskning},
abstract = {De tilldelade projektmedel som jag erhållit från Universitetspedagogiskt centrums styrelse möjliggjorde en sammanhängande insats iforskning kring digitala arkivkällors användning i undervisningssyfte. Resultatet publicerades i den religionspedagogiska tidskriften Panorama under titeln "Some Experiences of Using Internet based Platform in RE" (Zipernovszky, 2010). I den här artikeln vill jag framhäva de högskolepedagogiska erfarenheter jag fick av projektet.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_1,
title = {Negotiating Ethics Education within RE: Some Critical Perspectives. European Association for the Study of Religions, Annual Conference in Leuven 18t - 21sth of September 2017.},
author = {Franck, Olof},
year = {2017},
journal = {Conference Programme European Association for the Study of Religions, Annual Conference in Leuven 18t - 21sth of September 2017.},
language = {eng},
keywords = {ethics education; religious education}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_anderznslve_1989,
title = {"-föra dem til bättre lius i christendomen-": undervisningen vid Jukkasjärvi skola och i Jukkasjärvi församling åren 1744 - 1820},
author = {Anderzén, Sölve},
year = {1989},
language = {swe},
publisher = {Forskningsarkivet, Umeå universitet},
keywords = {sameundervisning; lappskolor; jukkasjärvi; history of religion}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2014_2,
title = {Var är etikens plats i högre utbildning?: Ett förslag till teoretisk modell},
author = {Aldrin, Viktor},
year = {2014},
language = {swe},
keywords = {högskolepedagogik; högskoledidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1987,
title = {Integrerad läroplan och integrerat språk},
author = {Selander, Sven-Åke},
year = {1987},
journal = {Föreningen lärare i religionskunskap årsbok},
pages = {67--106},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_trulssonsa_2017,
title = {Återförtrolla det kvinnliga: Gudinnefeministisk praktik, kön och vardagsliv},
author = {Trulsson, Åsa},
year = {2017},
journal = {Feminism och jämställdhetssträvanden i religioner i världen},
pages = {75--85},
language = {swe},
publisher = {Malmö : Föreningen Lärare i Religionskunskap FLR},
keywords = {kön; jämlikhet; feministisk andlighet; kropp; study of religions}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2019_1,
title = {Skolans religiösa historia: Om övergången från statlig kristendom till statlig religionskritisk sekularism},
author = {Aldrin, Viktor},
year = {2019},
journal = {Tidskriften Vägval i skolans historia},
number = {4},
pages = {4},
language = {swe},
keywords = {religion; skola; kristendom; svenska kyrkan},
abstract = {Religionens plats i svensk skola har på senare år kommit att bli ett av de mest omdiskuterade ämnena i svensk offentlig debatt. Ett exempel på en sådan diskussion har varit bruket med skolavslutningar i kyrkan och konfessionella friskolor. Men problematiken är långt större och rör idag huruvida religion över huvud taget ska få tillåtas i skolan. Hur kom det sig att religion började att upplevas som problem? Hur kan denna förändring förstås?I min docentmonografi, Skolavslutningar i kyrkan och spelet om religion i svensk skola, sökte jag svaret på varför religion har blivit ett så känsligt kapitel i svensk skola. Sökandet började i det mycket omdebatterade bruket av skolavslutningar i kyrkan, men kom allt mer att handla om relationen mellan Svenska kyrkan, staten och skolan.},
issn = {2002-0147}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2016,
title = {On the Borders: Religious Education in Northern Europe},
author = {Berglund, Jenny},
year = {2016},
journal = {Usuteaduslik ajakiri},
volume = {1},
number = {69},
pages = {9--24},
language = {eng},
publisher = {Tartu : Akadeemiline Teoloogia Selts},
keywords = {religious education; borders; schools; historical studies; historiska studier},
abstract = {Around the world, many schools are situated close to a territorial border. In such a situation it is possible, and in some areas probable, that students and teachers interact with people from the other side of the territorial border on a daily or weekly basis. These interactions influence peoples’ lives, but how do they affect education? Does a close relation to a territorial neighbour mean that the culture and religion of the territorial Other is taken into consideration in teaching? Or is education, despite the recommendations on the supranational level, a purely national product? These issues are addressed in this paper, which empirical material comes from on a cross disciplinary project focusing on religious education in four border areas around the Baltic Sea.},
issn = {1406-6564}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_1,
title = {Teaching and learning in Ethics at Intermediate Stage in Sweden},
author = {Franck, Olof and Osbeck, Christina},
year = {2014},
journal = {Konferensbidrag. ECER 1 - 5 september 2014 i Porto. "The Past, Present and Future of Educational Research in Europe".},
language = {eng},
keywords = {ethics education; ethical competence; text book analysis},
abstract = {Abstract Teaching and learning Ethics at intermediate stage in Sweden This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year – which could have been developed during the academic year – are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development. In the first project three Swedish school classes in grade 6 have been followed for one academic year, autumn 2011until spring 2012. The three classes have been located in different schools and housing areas and the focus of the observations has been “social studies” – a knowledge area which includes history, geography, civics, and religious education. The main interest, however, has been RE. Besides observations the field work has included interviews with teachers and pupils as well as collection of material used and produced in the classroom practices. The study has also included a sort of “pre test-post test design” where the same questionnaires focusing central themes in the curriculum of RE in Sweden have been used. The overarching aim of the project is to describe changes and developments in expressed perspectives of the pupils in relation to teaching and potential learning during lessons, i.e. collectively constructed meaning. In the second project, textbooks in RE for grades 4 – 6 and 7 – 9, respectively, is analyzed with a focus on how the wordings in the new curriculum, falling under the heads of core content and knowledge requirements, are treated and highlighted within relevant parts. Ethics in RE in Sweden includes teaching about ethical concepts and theoretically founded perspectives as well as specific questions concerning normative arguments and virtue ethical reasoning. The overarching aim of this project is to map some details and, perhaps, patterns regarding how ethical issues, anchored in the new curriculum and its syllabus for RE, are presented and elucidated in textbooks used within RE. Both projects may give important contributions to common research regarding ethics education for grades 4 – 6 in Swedish RE. The ethnographic study and the intertextual study both highlight important dimensions with possible relevance also in relation to a diskcussion concerning ethics education in general.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_3,
title = {Respekt och förståelse i religionsundervisningen, Religion och livsfrågor 1/2020},
author = {Franck, Olof and Löfstedt, Malin},
year = {2020},
journal = {RoL. Religion och livsfrågor},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_1,
title = {Powerful Knowledge in Non-denominational Religious Education: Some Considerations on the Relationship Between Curriculum and Pedagogy},
author = {Franck, Olof},
year = {2023},
journal = {Franck, O. & Thalén, P. (eds): Powerful Knowledge in Religious Education Exploring Paths to A Knowledge-Based Education on Religions},
pages = {43--66},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {non-denominational religious education powerful knowledge subject matter education critical epistemological analysis of religious education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2008,
title = {Att öppna Pandoras ask - Internets mörka sidor},
author = {Larsson, Göran},
year = {2008},
journal = {Religion & Livsfrågor},
pages = {16--18},
language = {swe},
keywords = {internet; islamofobi; skola; undervisning; lärare; religionsdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_4,
title = {Etik i So-undervisningen - möjligheter och utmaning},
author = {Franck, Olof and Lilliestam, Anna-Lena},
year = {2020},
journal = {SO-didaktik. Etik i SO-undervisning. Öppenhet och reflektion, red. Olof Franck och Anna-Lena Lilliestam},
volume = {8},
pages = {8},
language = {swe},
keywords = {samhällsorienterande ämnen},
issn = {2002-4525}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_1,
title = {Religionspedagogiska reflektioner: skriven av och för Rune Larsson inför hans 75-års dag},
year = {2009},
language = {swe},
publisher = {Hanna Zipernovszky},
keywords = {religionsundervisning; församlingspedagogik; kateketik; religionskunskap; humanities and religion; humaniora och religionsvetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_2,
title = {Preface},
author = {Franck, Olof and Thalén, Peder},
year = {2023},
journal = {in Franck, O. & Thalén, P. (eds): Powerful Knowledge in Religious Education Exploring Paths to A Knowledge-Based Education on Religions.},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {powerful knowledge religious education sociology of education philosophy of religion subject matter education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_6,
title = {Praktikförankrade samtal som grund för utveckling av undervisning kring kontroversiella frågor i olika sociala kontexter på gymnasiet.},
author = {Franck, Olof and Lilliestam, Anna-Lena},
year = {2024},
journal = {Presentation av ULF-projekt: Praktikförankrade samtal som grund för utveckling av undervisning kring kontroversiella frågor i olika sociala kontexter på gymnasiet., Konferens Praktiknära forskning i samverkan, Göteborgs universitet 241030},
language = {swe},
keywords = {kontroversiella frågor pedagogiska och daktiska strategier för undervisning om kontroversiella frågor etiska överväganden}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2013_1,
title = {Aiming for the Stars?: State intentions for Religious Education in Sweden and pupils’ attitudes.},
author = {Sjöborg, Anders},
year = {2013},
journal = {Religious Education Politics, the State and Society.},
language = {eng},
publisher = {Würzburg : Ergon-Verlag},
keywords = {curriculum; education politics; policy; literacy; attitudes; diversity; religion; non-religious; religious; pupils; upper secondary; sociology of religion; religionssociologi},
abstract = {This chapter investigates the relationship between the official aims and intentions of Religious Education (RE) in Sweden and the pupils’ attitudes. In Sweden, as in several Western countries, there is a growing recognition that teaching RE may contribute to social cohesion in an increasingly diverse society. This chapter argues that it is also necessary to take into account the cultural context in which the education takes place, for instance that Sweden has developed over a short period from a fairly monocultural society with a Lutheran state church to a religiously and culturally more diverse society, and that the country can be seen as highly secularised on an individual level. The aims of RE are investigated through analysis of official documents and the pupils’ attitudes are investigated by means of survey data from a nationally representative classroom questionnaire along with observations from focus group interviews with pupils in upper secondary school, aged 18–19 regarding attitudes towards RE and religious and cultural diversity. The chapter concludes that it is difficult to attain the lofty aims of intercultural understanding through RE teaching, especially among pupils who see themselves as nonreligious. It suggests utilizing the said gap between religious and nonreligious pupils.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_jahnkefredrik_2021,
title = {Toleransens altare och undvikandets hänsynsfullhet: Religion och meningsskapande bland svenska grundskoleelever},
author = {Jahnke, Fredrik},
year = {2021},
language = {swe},
publisher = {Södertörns högskola},
keywords = {swedish school; religious education; religion and children; religion and youth; safe space; sensemaking; interpretative repertories; categories; tolerance; deference through avoidance; religion and popular culture; religion everywhere; post-christians; swedish muslims; svenska skolan; svenska grundskolan; religionsundervisning; religionsdidaktik; religion och barn; religion och ungdomar; meningsskapande; tolkande repertoarer; kategorier; tolernas; populärkultur; religion och populärkultur; religion överallt; postkristna; svenskmuslimer; muslimer; traditionstillhörighet; religiös tillhörighet; positiva samtal; trygga rum; historical studies; historiska studier},
abstract = {In contemporary western society, the changing religious diversity brought to the fore a more visible religion. The Swedish school and the Swedish classrooms are no exception. From a perspective of sensemaking and a wide understanding of religion and religious positions this thesis analyses the discourse on religion among pupils (age 9 to 16) in the Swedish elementary school and under what circumstances they do, or do not, talk about religion with each another. This qualitative study includes themes from and contributes to the study of religion, research on children and young people, and particularly to religious education (RE) in Sweden and elsewhere. The results show that the pupils during the interviews showed different and parallel ways of understanding, relate to and way of talking about religion. However, to some degree they seemed to be unwilling to talk about religion with each other, even though they expressed some interest thereof. Two reasons for this were their limited common discourses on religion, and their concern and anxiety to create conflict and to “step on somebody’s toes”. The latter was also combined with their tendency to show tolerance, respect and deference towards each other. Thirdly, due to their partial lack of discourses on religion the pupils had difficulties to position themselves in relation to religion and to understand others. For instance, this came to the fore and was exemplified by the non-Christian Swedish pupils. They seemed to lack categories to speak of themselves in relation to religion and, for instance, answer questions like: “What do you believe in?”.Even though the pupils did not talk much about religion with each other, the result shows that they had several ways of talking about and understanding religion and religious phenomena – for instance based on popular culture. Not all these understandings and discourses on religion where paid attention to in school or in class. Instead, the pupils had to adapt to discourses prevalent in school which narrowed the possible ways of understanding and talking about religion. In line with this, there were several positions in relation to religion – for instance unsure and uncertain positions – in these schools that was not observed. However, these pupils also have the need to express and understand themselves in relation to religion as well as being understood by others. This is a future challenge for RE-research as well as teaching in schools.The results of this study show, lastly, that the experience and desires expressed by the pupils concerning talking about religion differed to a great extent from the use of dialogue in RE-research. Among the pupils it seemed that the conversation about religion was sacrificed on the altars of tolerance, respect and deference. These results were discussed in relation to the concept of safe space, a concept that needs to be elaborated and sharpened further in RE.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_nordnper_2019,
title = {"Regnbågsungar"},
author = {Nordén, Per},
year = {2019},
journal = {Poddagogen},
number = {2},
pages = {2},
language = {swe},
keywords = {regnbågsbarn; regnbågsfamilj; queer; släktskap; maktrelationer}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2012,
title = {From Christian Religious Education to Religious Education in Sweden: Classroom Observations, Early Video Ethnography and the National Curriculum of 1962},
author = {Kittelmann Flensner, Karin and Larsson, Göran},
year = {2012},
language = {eng},
keywords = {pedagogics; educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jansdottersamuelssonmaria_2008,
title = {Det livstydande språkets roll för undervisning om miljöetik inom ramen för religionskunskapsämnet},
author = {Jansdotter Samuelsson, Maria},
year = {2008},
language = {swe},
keywords = {religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2016_4,
title = {University teachers as role models for being sustainable: Doing sustainability together with students through the use of professional ethics},
author = {Aldrin, Viktor},
year = {2016},
language = {eng},
publisher = {Högskolan i Borås},
keywords = {sustainable deveolopment; higher education; teacher as role model; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2021,
title = {”Yoga är okej, men får man sjunga O helga natt? Gränsen mellan det konfessionella och det ickekonfessionella i svensk-skola”},
author = {Flensner, Karin K and Larsson, Göran},
year = {2021},
journal = {Känsliga frågor, nödvändiga samtal. Att lära om och av kontroverser, red. Karin K. Flensner, Göran Larsson & Roger Säljö},
pages = {163--178},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {religionsundervisning; konfessionalitet; neutralitet; sekularisering; objektivitet; läroplan}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_1,
title = {Att undervisa om människosyner och gudsuppfattningar (red)},
author = {Franck, Olof and Stenmark, Mikael},
year = {2016},
language = {swe},
publisher = {Liber},
keywords = {människosyner; gudsuppfattningar; undervisning; religion; livsåskådning},
abstract = {Det verkar bli allt vanligare i Sverige idag, men också på andra ställen i världen, att människor tycker att det är något märkligt med att tro på Gud eller att vara religiös. Gudstron utgör inte längre en reell möjlighet utan framstår för många som något oförnuftigt, irrationellt och ovetenskapligt. Vissa uppfattar till och med religion som ett direkt hot mot ett civiliserat och demokratiskt samhälle. Detta utgör en utmaning för verksamma och blivande lärare i religionskunskap, som är den huvudsakliga målgruppen för denna bok. I Att undervisa om människosyner och gudsuppfattningar finns bidrag som diskuterar mindre kända områden i och utanför "världsreligionernas" landskap, men det finns också kapitel som fördjupar och breddar perspektiven på till exempel hinduism, kristendom och islam. Boken behandlar frågan om människosyn och gudsuppfattningar inom religionens område ur ett mer generellt perspektiv, men tar även upp dessa frågor relaterat till sekulära livsåskådningar, ateism, religiös tro och vetenskap. Varje kapitel avslutas med några reflekterande frågor. Författarna är alla forskare inom religionsvetenskap, religionshistoria, teologi och filosofi. De olika bidragen knyter an till skrivningarna i kurs- och ämnesplanerna för religionskunskap och är tänkta att ge lärarstudenter och lärare möjlighet att utveckla fördjupade ämneskunskaper som kan inspirera till en undervisning som står på god vetenskaplig grund}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rosenquistjoachim_2007,
title = {Politisk liberalism och skolans religionsundervisning},
author = {Rosenquist, Joachim},
year = {2007},
journal = {Utbildning och Demokrati},
volume = {1},
number = {16},
pages = {73--94},
language = {swe},
keywords = {john rawls; political liberalism; religious education; cultural pluralism; jürgen habermas; philosophy of religion; religionsfilosofi; education; humanities and religion; humaniora och religionsvetenskap; religion/theology},
abstract = {Based on John Rawls’ later theory of political liberalism, this article critically analyses what religious education could mean in times of increasing societal pluralism and a worldwide revival of religion. Important elements of political liberalism – such as the notions of reasonable persons and public reason – are elaborated on and related to religious individuals and perspectives. It is argued that political liberalism supports mandatory religious education, but of a certain kind. Schools have an obligation to provide students with knowledge about religions, and to foster a spirit of tolerance and respect for the demands of public reason. But they cannot legitimately give students the impression that all religions are equally true or false. This makes for a problematic situation: how is it possible to teach students about religion without crossing the line and teaching religious relativism? If it is not possible, then political liberalism seems to be more controversial than Rawls would admit.},
issn = {1102-6472}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_keinnenmarjaliisa_2024_1,
title = {”Var och en på sitt tungomål”: Prosten Johan Schaefers finskspråkiga verksamhet i Gästrikland och Hälsingland 1690–1720},
author = {Keinänen, Marja-Liisa and Wedin, Maud},
year = {2024},
journal = {På nya stigar och spår},
pages = {283--329},
language = {swe},
publisher = {Uppsala : Institutionen för moderna språk, Uppsala universitet},
keywords = {skogsfinnar; språk; kristendomsundervisning; history of religion},
abstract = {Kapitlet undersöker kyrkans verksamhet bland skogsfinnar i Gästrikland och Hälsingland (1690–1720). I fokus står kristendomsundervisningens organisering i dessa områden och frågan om undervisningsspråket.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_4,
title = {Om existentiella språng - en betraktelse},
author = {Franck, Olof},
year = {2025},
journal = {Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet. En vänbok till Kerstin von Brömssen. Red: Getahun Yacob Abraham, Elin Elmér, Karin Flensner, Osa Lundberg och Signild Risenfors},
pages = {101--106},
language = {swe},
publisher = {Trollhättan : Högskolan Väst},
keywords = {moralisk tvetydighet i existentiell etikundervisning; existentialism; kritisk religionsundervisning i relation till sociala förändringsprocesser}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2013,
title = {Representation of Religions: Religious Education in Classroom Practice},
author = {Kittelmann Flensner, Karin},
year = {2013},
language = {swe},
keywords = {pedagogics; educational science},
abstract = {In the Swedish mandatory and non-confessional school subject of Religious Education (RE) all pupils are taught together in the same classroom regardless of religious or secular affiliation. According to the syllabus, RE should include content concerning Christianity, other world religions and different outlooks on life. But what representations of different religions and outlooks of life appear in the classroom practice? How is the subject shaped in interaction between content, teachers and students? The research field that concerns the content of subjects in the classroom are relatively unexplored, not least in RE. The aim of the following paper is to analyse representations of different religions and outlooks of life as they are articulated in the classroom practice of RE by students and teachers. The Interpretive approach is used as a theoretical base. Ethnography of RE-lessons in three Swedish upper secondary schools was conducted during the school year 2011-2012. Discourse analysis was used as a method for analysing representations of religions and outlooks of life. The preliminary analysis indicates that different world religions appear in much different guises. Some religions were presented based on their history, other more as lived religion. Some religions were presented as more compatible with contemporary society and as an expression of an active conscious choices, while other religions were talked about as obsolete relics and described in terms of traditions and rules religious practitioner must subject to. Non-religious outlooks of life that occurred were humanism, existentialism, marxism, system-theory.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_4,
title = {Att samtala kring sanning och kunskap i interkulturell religionsundervisning.},
author = {Franck, Olof},
year = {2018},
journal = {Ämnets dag, Regionalt Utvecklingscentrum (RUC), IDPP/LIR},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_2,
title = {Ethics education as an arena for the highlighting of the concept of ethical competence: some critical perspectives. Keynote lecture. Suomen uskonnon opettajain litto (SUOL)},
author = {Franck, Olof},
year = {2019},
journal = {Konferens: Tema Etik och pedagogik - Perspektiv och metoder för religionsundervisning, Helsingfors 2 februari 2019.},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_3,
title = {Inledning},
author = {Franck, Olof and Thalén, Peder},
year = {2023},
journal = {Olof Franck & Peder Thalén (red.), Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik},
pages = {15--17},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {etikundervisning; värdepedagogik; kontroversiella frågor}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_2,
title = {Värdegrund i vardande: en rekonstruktiv analys},
author = {Franck, Olof},
year = {2016},
journal = {Nordisk Tidskrift för Allmän Didakitik},
volume = {1},
number = {2},
pages = {79--88},
language = {swe},
keywords = {värdegrund; etikdidaktik; värdeteori},
issn = {2002-1534}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2024,
title = {Controversial Issues and Powerful knowledge related to Active Citizenship – critical reflections and suggestions for democratic and inclusive educational contexts.},
author = {Liljefors Persson, Bodil and Franck, Olof},
year = {2024},
journal = {Cicea conference, Education, Citizenship and Social Change: Building Bridges, 25th Annual CiCea International Conference 2024, Malmö June 13 - 16},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2009,
title = {Imamutbildningar - en europeisk utblick: Staten och imamerna. Religion, integration, autonomi (SOU 2009:52)},
author = {Larsson, Göran},
year = {2009},
journal = {Staten och imamerna : religion, integration, autonomi},
pages = {125--161},
language = {swe},
publisher = {Stockholm : Fritzes},
keywords = {islam; muslimer; europa; imam; imamutbildning; islamlärare; skola; undervisning; integration}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonjohan_2016,
title = {Svenska Missionssällskapet och Samernas folkhögskola},
author = {Hansson, Johan},
year = {2016},
journal = {De historiska relationerna mellan Svenska kyrkan och samerna},
pages = {439--467},
language = {swe},
publisher = {Skellefteå : Artos & Norma},
keywords = {sámi; folk high school; church of sweden; svenska kyrkan; svenska missionssällskapet; folkhögskola; samer; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {År 1942 startades Samernas folkhögskola (SF) av Svenska Missionssällskapet (SMS). Från år 1945 var verksamheten förlagd till Jokkmokk. Skolans mål: förbereda unga samer för det moderna Sverige och förse dem med fördjupade kunskaper i den samiska kulturen och fostran i kristna värderingar. SMS ordförande var boiskop i Luleå och organisationen var integrerad i Svenska kyrkan. Den prästvigde Lennart Wallmark tillsattes vid starten som rektor, en tjänst som han hade i nästan 30 år. Wallmarks uppfattning om vad de unga samerna behövde påverkade undervisningen. Där fanns allmänna skolämnen, och stora inslag av praktiska skolämnen främst slöjd. Efter några år anpassades mer efter planen för folkhögskolornas allmänna linje. Det innebar mer tid till med mer tid till teoretiska skolämnen. Samisk slöjd hade detta till trots ett stort utrymme i timplanen. Undervisningen i samiska var problematisk med få elever och dålig tillgång på lärare i de olika språken. Utöver undervisningen ordnades gästföreläsningar, studiebesök och skolresor. Den religiösa närvaron vid SF var stark och tog sig bland annat uttryck i strikta ordningsregler och deltagande i gudstjänster. På 1960-talet minskade elevantalet, trots åtgärder som att tillåta icke-samiska elever. Detta tillsammans med att Svenska kyrkan inte längre gav bidrag till verksamheten gjorde att SMS lämnade SF i början av 1970-talet. Då trädde i stället en stiftelse in som huvudman, där såväl samiska organisationer som företrädare för Jokkmokks kommun var representerade, en ordning som består än i dag.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_4,
title = {Etik och skönlitteratur - om undervisning som kan skärpa blicken och rösten},
author = {Franck, Olof and Lilja, Annika},
year = {2023},
journal = {Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning},
pages = {13--22},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {etikdidaktik; skönlitteratur; skönlitteraturbaserad etikundervisning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2001,
title = {Är det så här i Postmodern-land?},
author = {Söderhäll, Bengt},
year = {2001},
journal = {Gefle Dagblad},
number = {21},
language = {swe},
keywords = {lågstadiet; philosophy subjects; subject didactics; ämnesdidaktik},
abstract = {Om filosofi med barn på lågstadiet},
issn = {1103-9302}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_5,
title = {Etik och skönlitteratur – undervisning som kan skärpa den etiska blicken och rösten},
author = {Franck, Olof},
year = {2025},
journal = {Religionsdidaktisk konferens för lärare i religionskunskap, Skolporten, Stockholm},
language = {swe},
keywords = {skönlitteraturbaserad etikundervisning; etisk kompetens}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2022_1,
title = {Religionskunskap – en källa för att gestalta kritik och hopp i orons tid},
author = {Franck, Olof},
year = {2022},
journal = {Religion och livsfrågor},
volume = {4},
pages = {2--5},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordbckcarola_2017,
title = {Svenska kyrkans kulturarv: didaktiska perspektiv och reflektioner},
author = {Nordbäck, Carola},
year = {2017},
journal = {Mellan himmel och jord},
pages = {43--69},
language = {swe},
publisher = {Stockholm : Verbum},
keywords = {svenska kyrkan; kulturarv; uppsala domkyrka; religionsdidaktik; kulturarvspedagogik; church history; kyrkohistoria; museologi; museology; education}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1994,
title = {Livstolkning: om religion, livsåskådning och etik i skolan i ett didaktiskt perspektiv. En förusättningsanalys},
author = {Selander, Sven-Åke},
year = {1994},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2012_1,
title = {Möten för "religionslärarkunskap": om undervisning och lärande i religionsdidaktik},
author = {Deborg, David},
year = {2012},
language = {swe},
keywords = {religionskunskapslärare; trepartsmöte; religionsdidaktik},
abstract = {I detta paper presenteras mitt avhandlingsprojekt som syftar till att undersöka hurreligionslärarkunskap konstrueras i det trepartsmöte som sker då högskolans lärarutbildare besöker en lärarstudent under den verksamhetsförlagda utbildningen. Vad konstrueras som väsentlig kunskap för en religionskunskapslärare i gymnasieskolan? De övergripande frågeställningarna antyds i titeln: Vad är ”religionslärarkunskap”/religionsdidaktisk kunskap? Vad behöver en gymnasielärare i religionskunskap veta och kunna? De frågeställningar som utvecklar projektets syfte är: a) Hur konstrueras religionslärarkunskap i mötet mellan lärarstudenter och lärarutbildare? b) Vilken religionslärarkunskap konstrueras i mötet mellan lärarstudenter och lärarutbildare? De metoder som används för att generera det empiriska materialet är observationer och intervjuer. Genom observation undersöks vilken kunskap som synliggörs och hur mötet genom samtalet konstruerar kunskap (Watt Boolsen, 2007). Den kvalitativa halv-eller semistrukturerade intervjun (Kvale & Brinkmann, 2009) används som kompletterande metod för att generera empiri som möjliggör en djupare förståelse av hur forskningsfrågorna kan besvaras och hur mötet kan förstås. Den genererade empirin analyseras enligt Hjerm & Lindgrens modell för kategorisering, kodning och tematisering. (Hjerm & Lindgren, 2010). Valet av trepartsmötet som det huvudsakliga studieobjektet grundas i att lärarutbildningen å ena sidan är en sammanhållen utbildning, men å andra sidan bedrivs i två skilda sociala praktiker (Afdal, 2010), den högskoleförlagda-och den verksamhetsförlagda utbildningen, vilket kan skapa spänningar. Trepartsmötet är kanske enda gången som lärarstudenten utbildas i en gemensam kontext, tillsammans med både läraren från högskolan och handledaren från praktikskolan. Frågan är vilken religionsdidaktisk kunskap, vilken ”religionslärarkunskap”, som konstrueras i dessa förhandlingar?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1997,
title = {Filosofisk didaktik},
author = {Bengtsson, Jan},
year = {1997},
journal = {Göran Strömqvist (red.). Från metodik till didaktik. Institutionen för metodik i lärarutbildningen vid Göteborgs universitet 1984–1997},
pages = {131--143},
language = {swe},
publisher = {Göteborg : Didaktisk Tidskrift}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_2,
title = {Bedömning i etik: utmaningar och möjligheter med hänsyn till undervisning om etik i svensk grundskola},
author = {Franck, Olof and Larsson, Kristoffer and Lilja, Annika and Osbeck, Christina and Tykesson, Johan},
year = {2017},
journal = {Forskning pågår. Utbildningsvetenskapliga fakulteten, Göteborgs universitet 20171031},
language = {swe},
keywords = {etik etisk kompetens bedömning nationella prov}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_7,
title = {Introduktion: om islamofobi i relation till skola och samhälle},
author = {Franck, Olof},
year = {2024},
journal = {Religion och livsfrågor},
volume = {2024},
number = {54},
pages = {4--5},
language = {swe},
keywords = {islamofobi demokrati religionsundervisning},
issn = {0347-2159}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_8,
title = {Tema Islamofobi},
author = {Franck, Olof},
year = {2024},
journal = {Religion och livsfrågor (red)},
volume = {2024},
number = {54},
language = {swe},
keywords = {islamofobi demokrati religionsundervisning},
issn = {0348-8918}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_2,
title = {Svar om de nationella proven. Intervju med undervisningsråd Mats Olsson},
author = {Franck, Olof},
year = {2014},
journal = {Religion och livsfrågor},
pages = {2014},
language = {swe},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2009_1,
title = {Att undervisa om Koranen - några utgångspunkter},
author = {Larsson, Göran},
year = {2009},
journal = {Religion & LIvsfrågor},
volume = {2},
pages = {6--8},
language = {swe},
keywords = {koranen; skola; undervisning; islam; sverige; skönlitteratur},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2009,
title = {Rune Larsson's reflecions on religious education},
author = {Zipernovszky, Hanna},
year = {2009},
journal = {Religionspedagogiska reflektioner},
pages = {171--176},
language = {eng},
publisher = {Umeå : Hanna Zipernovszky},
keywords = {humanities and religion; humaniora och religionsvetenskap; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plankkatarina_2025,
title = {Redaktören har ordet: Undervisning om buddism},
author = {Plank, Katarina},
year = {2025},
journal = {Religion & Livsfrågor},
volume = {4},
pages = {5--5},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap, FLR},
keywords = {religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2011,
title = {Designing children’s environmental moral outlooks through outdoor education},
author = {Kronlid, David O. and Molin, Lena},
year = {2011},
language = {eng},
keywords = {value-oriented environmental ethics; relation-oriented environmental ethics; transformative value; ecogenic identifications; outdoor education; curriculum studies},
abstract = {This paper presents an environmental ethical analysis of two Swedish out door education practices; I Ur och Skur and Naturskolan. The main aim of the analysis is to clarify whether it is possible to detect certain environmental ethical orientations in the particular out door education practices. The results of an in-depth reading of key texts from the selected out door education practices are presented using environmental ethical positions from the well-known intrinsic value discourse in environmental ethics, key positions in radical ecology and a theoretical framework from environmental psychology. The study shows a strong tendency towards instrumental transformative values of nature and ecogenic identifications with nature-others such as animals and rocks, which includes an anthropomorph and physiomorph circle of interpretation of nature experiences. Finally, based on the results we suggest a number of analytic questions that can be further developed into environmental content analysis of empirical data and text.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2021,
title = {Filosofididaktik: Filosofiundervisning i teori och praktik},
author = {Petersson, Tommie},
year = {2021},
language = {swe},
publisher = {NA Förlag},
abstract = {Filosofididaktik – Filosofiundervisning i teori och praktik är en systematisk redogörelse av filosofilärarens yrkeshantverk med handfasta tips för alla med ett intresse för filosofiundervisning. Filosofi som ämne återfinns i gymnasieskolan och på högskolan, men frågor och teman av filosofisk karaktär och relevans introduceras redan i förskolan. Filosofididaktik ställer, och försöker besvara, de didaktiska grundfrågorna: "vad?", "varför?" och "hur?", i relation till filosofiämnet. Boken riktar sig främst till filosofilärarstudenter, men kan med fördel läsas av alla som vill fördjupa sig i undervisning om livets stora frågor.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_anderznslve_1995,
title = {"...att lära them som behöfwa...": undervisning, byabön och dop i Kemi och Torne lappmarker : två bidrag till 1700-talets kyrkohistoria på Nordkalotten},
author = {Anderzén, Sölve},
year = {1995},
language = {swe},
publisher = {Umeå universitet},
keywords = {sameundervisning; kyrkohistoria; mission; religion/theology; church history}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_3,
title = {Ethical literacy - a question of knowledge? An inquiry of the presentation of ethics in some textbooks with regard to the syllabus for RE in compulsory school (Lgr11) in Sweden},
author = {Franck, Olof},
year = {2015},
journal = {Shifting borders in Religious Education. XIII Nordic Conference on Religious Education Ed: Olga Schihalejev 15 - 18 June 2015, University of Tartu, Estonia (Abstract Book)},
language = {eng},
keywords = {ethical literacy; religious education; textbooks},
abstract = {Abstract close Which representations of ethics is produced and, perhaps, reproduced in the literature published to serve as textbooks in the teaching in accordance with the present syllabus for RE in compulsory school in Sweden, implemented in 2011? This syllabus has, by some debaters, been questioned on the ground that it doesn´t give enough room for critical reflection and existential action competence. Not the least given that many teachers seem to plan their education in accordance with the structure and the content of the textbooks used, it may be interesting to inquire to what extent the textbooks intended to be used in the teaching indicate a priority of informational knowledge about ethics, rather than a vision of developing practical knowledge, perhaps expressible in terms of “phronesis”, or an ethical competence, anchored in a broader epistemological fundamental idea about the role and the aim of educational ethics. The concept of ethical literacy is introduced and penetrated with regard to some approaches in normative ethical theory such as virtue ethics, and with reference to some interpretations of the concepts of critical literacy and religious literacy respectively. It is also related to the concepts of analytical and normative ethical competence respectively. The conclusions of this analysis are applied to the presentations of ethics in the chosen textbooks. The relation between these presentations and the formulations on ethics in the syllabus is then made the object of analysis. The inquiry reveals some important dimensions relevant for a discussion on the aim of educational ethics in compulsory school, such as this is expressed in some textbooks used.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_cherniakbrett_2012,
title = {Critiquing the Role of Deliberative Democracy in EE and ESD: The Case for Effective Participation and Pragmatic Deliberation},
author = {Cherniak, Brett and Kronlid, David O.},
year = {2012},
language = {eng},
keywords = {sustainable development; environmental education; deliberative democracy; participation; liberal democracy; curriculum studies},
abstract = {There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_michaelhkansson_2012,
title = {Political participation in climate change education},
author = {Michael, Håkansson and Kronlid, David O.},
year = {2012},
language = {eng},
keywords = {curriculum studies}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2021_1,
title = {Konsten att tala om det vi bör tiga om, eller ”vad är filosofididaktik?”},
author = {Petersson, Tommie},
year = {2021},
language = {swe},
abstract = {Populärvetenskaplig introduktion till filosofididaktikämnet.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2013_1,
title = {Religious Education in contemporary pluralistic Sweden},
author = {Kittelmann Flensner, Karin},
year = {2013},
language = {eng},
keywords = {educational science; pedagogics}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2010,
title = {Religious Education in the multicultural society},
author = {Kittelmann Flensner, Karin},
year = {2010},
language = {eng},
keywords = {educational science; pedagogics}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2009,
title = {‘Muslims have instructions’: HIV/AIDS, Modernity and Islamic Religious Education in Kisumu, Kenya.},
author = {Svensson, Jonas},
year = {2009},
journal = {Aids and Religious Practice in Africa},
pages = {189--219},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
keywords = {islam; education; hiv; kenya; kisumu; islamology; islamologi; study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The article presents the discourse on HIV/AIDS within the formal school subject of Islamic Religious Education in Kisumu, Kenya. It related this discourse to a wider contemporary discourse on Islam and modernity, as well as to the local context of Muslims as a religious minority in Kisumu.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_frjmarkanders_2015,
title = {Den missförstådda avlaten},
author = {Fröjmark, Anders},
year = {2015},
journal = {Religionsdidaktiska studier},
pages = {75--87},
language = {swe},
publisher = {Växjö : Linnaeus University Press},
keywords = {botsakramentet; botgöring; syndaförlåtelse; indulgens; luther; avlatshandel; skolböcker; avlat; history education; historia med didaktisk inriktning},
abstract = {Indulgence – a frequently misunderstood phenomenon in the medieval Church.This paper has a didactic purpose. An often heard misconception concerning the medieval Catholic Church is that forgiving of sins could be bought for money. This opinion is the result of misconceptions of the phenomenon of indulgence. In the paper, indulgence is discussed and explained in the context of the sacrament of Penance. Examples are cited from late medieval Scandinavia. The focus is on practice, while theological and judicial aspects are dealt with cursorily. Martin Luther’s critical discussion of indulgence in his 95 theses from 1517 exemplifies the critique directed towards the late medieval sale of indulgence. Finally, some modern Swedish schoolbooks in Religion and History are examined in order to see if misconceptions of medieval indulgence are still in vigour.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_barnekowsten_2003,
title = {Erfarenheter av zen},
author = {Barnekow, Sten},
year = {2003},
language = {swe},
publisher = {Bokförlaget Nya Doxa},
abstract = {Popular Abstract in Swedish Det här arbetet handlar om individuell religiositet, snarare än om religion. Min studie rör i första hand människor som utövar zen, och har mindre att göra med zenbuddhism som ideologiskt system. Jag försöker utforska det stora gapet mellan teori och praktik. De mer abstrakta doktrinerna och idealiserande normerna har haft en benägenhet att dominera arbeten om zen, såväl konfessionella som vetenskapliga, på bekostnad av de individuella utövarnas erfarenheter och föreställningar. Jag försöker skildra mitt "lärlingskap" med sotozenprästen Shohaku Okumura, vardagslivet i Antaiji (ett sotozenkloster i Japan) och vid Minnesota Zen meditation Center (en sotozenlekmannapraktik i Minneapolis, USA) så nyanserat och levande som möjligt. Det är framförallt två aspekter som filtrerar mycket av mitt material. Den första rör processen av undervisning och överföring i zen. Genom att illuminera och betona den avgörande relationen mellan lärare och elev, försöker jag beskriva och reflekteraöver olika möjligheter, metoder och attityder i överföringen av sätt att vara och förstå i olika zenkontexter i Japan och i USA. Den andra aspekten rör ritualiserade aktiviteter i zen. Min ambition är att synliggöra utövarnas individuella erfarenheter och förståelser av zazen (sittande meditation), oryoki (formaliserade ätandet) och recitationen, för att utforska detta empiriska material utifrån en mer allmän antropologisk ritualteori (inspirerad av Humphrey & Laidlaw. Grundläggande för hela arbetet är frågor av följande karaktär: Hur överför man egentligen zen? Hur undervisar man insikt, erfarenhet och förhållningssätt? Vad händer mellan lärare och elev? Hur förändrar och förädlar man mänskligt beteende? Vad sker på ett individuellt plan i en kollektivt ritualiserad och religiös handlingsvärld? I vilken utsträckning är det möjligt att fostra önskvärt mänskligt beteende i formaliserade aktiviteter? Lär man sig av nödvändighet att vara närvarande, uppmärksam och omsorgsfull i ett "öppet", föränderligt liv genom att underkasta sig en sträng, "sluten" oföränderlig ritualisering? Berättelserna i boken har fötts genom mitt deltagande i praktiken, och genom att jag har delat liv med människor som praktiserar. Jag utgår ifrån mina egna erfarenheter för att hitta frågor och nycklar till andras erfarenheter och föreställningar. I största möjliga utsträckning försöker jag skildra denna process av interagerande, i en strävan att göra det liv som pågår rättvisa, och i ett försök att återskapa det i en så personlig, läsvänlig och livfull literär stil som möjligt. Jag hade här tänkt en betydligt längre sammanfattning, men fullständigt utmattad, i tidsnöd och efter att på kort tid "förlorat" långa textmassor (av sammanfattning i just denna ruta) genom feltryckningar, tar jag det som ett tecken på att 1237 sidor om zen varken ska eller låter sig sammanfattas. Om det är någon som verkligen är intresserad av att veta mer om denna omfattande skildring av konkret zenliv (eller rentav köpa boken), går det bra att höra av sig till författaren i Lund, eller bokförlaget Nya Doxa i Nora.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sandinbengt_2010,
title = {Education},
author = {Sandin, Bengt},
year = {2010},
journal = {A Cultural History of Childhood and Family},
language = {eng},
publisher = {: Berg Publisher},
keywords = {education; family; surveillance; nationbuilding; childhood; international education; internationell pedagogik; children},
abstract = {A Cultural History of Childhood and Family presents an authoritative survey from ancient times to the present. This set of six volumes covers 2800 years of history, charting the cultural, social, economic, religious, medical and political changes in domestic life. 1. A Cultural History of Childhood and Family in Antiquity Edited by Mary Harlow and Ray Laurence, both University of Birmingham 2. A Cultural History of Childhood and Family in the Middle Ages Edited by Louise J. Wilkinson, Canterbury Christ Church University 3. A Cultural History of Childhood and Family in the Early Modern Age Edited by Sandra Cavallo, Royal Holloway, University of London, and Silvia Evangelisti, University of East Anglia 4. A Cultural History of Childhood and Family in the Age of Enlightenment Edited by Elizabeth Foyster, University of Cambridge, and James Marten, Marquette University, Milwaukee 5. A Cultural History of Childhood and Family in the Age of Empire Edited by Colin Heywood, University of Nottingham 6. A Cultural History of Childhood and Family in the Modern Age Edited by Joseph M. Hawes, University of Memphis, and N.Ray Hiner, University of Kansas Each volume discusses the same themes in its chapters: 1. Family Relationships; 2; Community; 3. Economy; 4. Geography and the Environment; 5. Education; 6. Life Cycle; 7. The State; 8. Faith and Religion; 9. Health and Science; 10. World Contexts. This means readers can either have a broad overview of a period by reading a volume or follow a theme through history by reading the relevant chapter in each volume. Well illustrated, the full six volume set combines to present the most authoritative and comprehensive survey available on family and childhood through history.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2019,
title = {The ethical perspective on value-based work: care ethics as an analytical opportunity?},
author = {Norgren-Hansson, Mimmi},
year = {2019},
journal = {NOFA7 Abstracts},
pages = {159--159},
language = {eng},
keywords = {care ethics; compulsory school; basic values},
abstract = {According to the Swedish education act (2010: 800), teachers are assigned to convey not only knowledge but also values. These values are concertized in the curriculum. For example, under the headline ethical perspective, "An ethical perspective is of importance for many of the issues that are taken up in the school. This perspective should permeate schooling in order to provide a foundation and support pupils in developing their ability to form personal standpoints and to act responsibly towards themselves and others."(Lgr11) The importance of being able to make personalstandings, but also to actually be able to translate these into respectful acting in relation to one selves and others is therefore established. The care perspective is further highlighted as the curriculum states that " can empathize with and understand the situation other people are in and also develops the will to act with their best interests at heart". The ability to empathize with others is regarded as fundamental from a care ethical perspective as it is the basis for later action (Noddings, 1984: 16). The subject of religion can often play a particular role in the work of moral education (for example, Almén, 2000: 205, Hartman 2008: 78, Larsson, 2009: 63, Franck & Löfstedt, 2015: 129, Lindström & Samuelsson, 2018). The care-oriented parts of the curriculum are therefore possible to describe, analyse and conduct a critical discussion about based on the basic values in the Swedish curriculum but also through a religious didactic perspective. Increased knowledge regarding the value-based mission based on the aspect of care, can generate new strategies which will allow students to develop these abilities and values. Instead of focusing solely on the complications in peer to peer climate, it is important to seek the expressions for the ability to maneuver in a social landscape with care for others as goals and means. The current debate on the basic values in the Swedish curriculum is often in reference to violations of current standards in forms of bullying, harassment, discrimination and offensive treatment (Nyström 2011: 11). This perspective may be interesting to turn around. I argue that in order to increase goal achievement in school's value-based education, care ethics are to provide analytical basis to the student's prosocial behavior within peer groups. This can also be the basis for a discussion about moral education, highlighting the importance of masculine and feminine coded ethical perspectives in school.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2009_1,
title = {Morals, manners, and modernism: elements of religious boundary construction within Islamic religious education in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2009},
journal = {Your heritage and mine},
pages = {83--93},
language = {eng},
publisher = {Stockholm : Swedish Science Press},
keywords = {islam; education; kisumu; kenya; boundaries; islamology; islamologi; study of religions}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2023,
title = {Undervisning om religion för ett demokratiskt och hållbart samhälle: om ämneslitteracitet och existentiella frågor},
author = {Liljefors Persson, Bodil},
year = {2023},
journal = {Religion och samhällsförändring},
pages = {125--146},
language = {swe},
publisher = {Stockholm : Liber}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tekehans_2022,
title = {Trestegsmodellen - ett alternativt sätt att undervisa i etik},
author = {Teke, Hans},
year = {2022},
journal = {SO-didaktik},
volume = {11},
pages = {66--73},
language = {swe},
publisher = {Stockholm : Föreningen SO-didaktik},
keywords = {humaniora; humanities},
abstract = {Etikundervisning borde bidra tillett lärande som eleverna har medsig ut i det verkliga livet i mötetmed etiska problem och dilemman.Universitetslektor Hans Teke harutvecklat en undervisningsmodellsom han menar kan möjliggöradetta. Trestegsmodellen går ut påatt elever först tränar att urskiljaetiska problem i en situation, sedan undersöker hur ett etiskt problem ien viss kontext kan lösas och slutli-gen diskuterar lösningar med hjälpav normativa teorier. Vi får i arti-keln även höra en lärares erfarenhetav att ha arbetat med trestegsmo-dellen och som menar att det ärväl värt den extratid det kansketar eftersom arbetssättet genererarsjälvtillit hos eleverna.},
issn = {2002-4525}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_3,
title = {Etik, berättelser och samtal. Att använda skönlitteratur i etikundervisning},
year = {2023},
language = {swe},
publisher = {Gleerups},
keywords = {etikdidaktik; skönlitteratur; skönlitteraturbaserad etikundervisning},
abstract = {Vad innebär en förmåga att möta andra människor med omsorg och respekt? Hur kan grundläggande demokratiska värden som jämlikhet och rättvisa, jämställdhet och likaberättigande, tolkas? Och på vilket sätt kan detta synliggöras och diskuteras i undervisning? Etik är ett av läroplanens tydligast framskrivna perspektiv. Det ska genomsyra all verksamhet i skolan och finns med i de flesta av skolans ämnen, med särskild hemvist i religionskunskapsämnet. Att undervisa i etik kan emellertid upplevas som en utmaning. Ett sätt att arbeta med svåra frågor i etikundervisningen är att ta hjälp av skönlitteraturen. Genom litteraturen ges eleverna möjligheter att möta situationer de inte hade mött annars, och på så vis förbereda sig för kommande händelser i det egna livet. I den här boken beskrivs en etikundervisning som med hjälp av skönlitteratur ger förutsättningar för elevers utveckling av en mångdimensionell etisk kompetens, det vill säga en kompetens att identifiera en etisk situation, att göra en bedömning av situationen, att motivera sina val och att sedan välja att handla. I boken presenteras även en undervisningsmodell samt arton lektionsplaneringar för skönlitteraturbaserad etikundervisning i årskurs 5 och 8.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_5,
title = {Etikundervisningens syfte och mål, utmaningar och möjligheter - några perspektiv},
author = {Franck, Olof},
year = {2023},
journal = {Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning},
pages = {97--110},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {etikdidaktik; skönlitteratur; skönlitteraturbaserad etikundervisning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2021_1,
title = {Lärarmaterial till Lika och unika},
author = {Franck, Olof},
year = {2021},
language = {swe},
publisher = {Studentlitteratur}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_5,
title = {Philosophical contributions to an analysis of the concept of ethical competence in educational contexts: some introductory perspectives},
author = {Franck, Olof},
year = {2018},
journal = {Symposium: Karin Sporre, Olof Franck, Christina Osbeck and Annika Lilja; Ethics education in compulsory school: ethical comptence in the light of ethical theories, 44th Annual Conference, Association for Moral Education (AME), Barcelona 8 - 10 November 2018},
language = {eng},
keywords = {ethical competence ethics education ethical theory philosophical dimensions of ethics education},
abstract = {Philosophical conceptions of ethical competence with regard to ethics education The aim of this presentation is to explore how the concept of ethical competence, with regard to ethics education, may be analyzed with reference to some philosophical approaches. Measurability seems, in our time, to be conceived as a necessary and sufficient condition for what skills that could count as promoting knowledge. When such a position is applied in the field of ethics there is a risk that ethical competence is interpreted with reference to assessment-based conceptions, according to which “being ethically knowledgeable” is a more or less instrumental perception (cf Biesta, 2013). Ethics education will, if carried out in line with such perceptions, neglect the core of ethics: the nurturing and cultivating of fundamental relational values in personal as well as societal contexts, where caring for fellow humans, mutual respect and the defense of democratic rights, constitute a non-negotiable platform. By turning to the ethical theorists Martha Nussbaum, K. E. Løgstrup, Seyla Benhabib and Peter Singer, an analytical framing could be built around ethical core concepts making up the platform in question. The approaches presented by these four theorists are examined as they have contributed to a profound and thorough analysis of the concept of ethical competence. The theories allow for exploring the complexity and multifaceted depths of ethical competence and pave the way for the highlighting of fundamental relational values to be reflected and discussed within ethics education. This then satisfies relevant knowledge requirements without sanctioning an instrumental and superficial focus on measurability and assessment. Such an analysis, founded in philosophical theory and carried out with an intention to go beyond limited, superficial and even narrow-minded conceptions of ethical competence. It could lead to a highlighting of the core of ethics without losing sight of reasonable theoretical demands for clarity, rationality and intellectual trustworthiness. The four ethical theorists seem to pave the way for creating spaces for cultivating contemplation and action with regard to challenging empathic goals using different analytical tools. Further they each emphasize philosophical reflection which brings prerequisites for a sympathetic imagination, and for caring and solidarity, to the fore (Franck, Lilja, Osbeck & Sporre, forthcoming). The complexity of the concept of ethical competence, and the need for contextualizing its various dimensions with regard to different areas, has been discussed in the relevant research literature (Cooper & Menzel, 2013). This presentation can be seen as contributing to this discussion, specifically in relation to educational contexts.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2024_9,
title = {Skönlitteraturbaserad etikundervisning},
author = {Franck, Olof and Liljestrand, Johan},
year = {2024},
journal = {Religion och livsfrågor},
volume = {3},
pages = {3},
language = {swe},
issn = {0348-8918}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_4,
title = {What May be Learnt in Ethics? Varieties of Conceptions of Ethical Competence to be Taught in Compulsory School},
author = {Franck, Olof and Lilja, Annika},
year = {2015},
journal = {http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/34085/The European Conference on Educational Research, (ECER), Budapest 7 - 11/9 2015 Education and Transition - Contributions from Educational Research15},
language = {eng},
keywords = {competence; ethics education},
abstract = {•The research project to be presented has received a grant from the Swedish Research Council and will run for three years from 2015 – 2017. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them in relation to each other and in relation to ethical theory as potential educational content in compulsory school. The empirical starting point of the project is material from the test round of the national assessment of ethics within RE. The project critically examines how ethical competence is operationalised therein – what kind of competence which pupils in Swedish compulsory school are differentiated in relation to – and how this competence is spread among the pupils. The character of the ethical competence of the test is then paid attention to in relation to other ethical competences related to different curricula levels such as the institutional, the instructional and the experiential level (e.g. Goodlad & Su, 1992; Bråten, 2009). •1. What conceptions of ethical competence can be identified in pupils’ utterances in national tests and concerning experienced needs of ethical competence as expressed in interviews? •2. What conceptions of ethical competence can be identified in teachers' utterances in interviews regarding their commission and the goals of their teaching of national tests? •3. What conceptions of ethical competence can be identified in supranational policies and in a sample of national curricula? •4. What can be said about the identified varieties of conceptions of ethical competence in the light of each other as well as ethical theory, and as potential content in contemporary compulsory school? The framework through which the analyses of the qualitative material is carried out is based on abductive processes where the inductively identified set of conceptions is theoretically elaborated with help of the ethical theorists Martha Nussbaum, Peter Singer, Seyla Benhabib and Knud E. Løgstrup. Together with the findings of the quantitative analyses the overarching issue of varieties of conceptions of ethical competence will be examined and elucidated. •Methods/methodology (up to 400 words) The base to start from consists of an empirical material which the project members at Gothenburg University have at their disposal; material from the test round of the national assessment in RE of which ethics is one area. Concerning the material of the national test three main types of analyses will be conducted: First, a critical examination of the way to operationalise and measure ethical competence in the national test will be conducted. What conceptions of ethical competence are asked for and what conceptions are absent? Second, a qualitative content analysis of three tasks answered by 100 pupils in grade 6 and 100 pupils in grade 9 will be conducted. Here two questions are central: 1) What conceptions of ethical competence do the answers express? 2) Do the answers express other conceptions of ethical competence than the ones measured in the tests? Third, quantitative analyses will be conducted focusing pupils’ expressed ethical competences given the tasks of the tests. These competences will be supplemented in the project; first by focus interviews aiming at grasping pupils’ experiences of what has been taught and learnt concerning ethics in school, and second by what kinds of ethical competences they express that young people need. Conceptions of ethical competence will also be identified among teachers. Focus interviews will be conducted. Important questions of the interviews concern both what the teachers regard as important objectives of their teaching in ethics and what they actually do when they teach ethics. For the latter purpose the teachers will be asked to bring their teaching material to the interviews in order to make the discussions as concrete as possible. Further, conceptions of ethical competence are brought to the project through analyses of policy documents such as curricula. Here, first, the Swedish curricula and examples of syllabuses, mainly RE, will be analysed. But also some other national curricula, as well as a couple of supranational policies, will be analysed. In the analyses an abductive approach, starting in inductive qualitative content analyses of each group of empirical material, is conducted. In relation to empirically identified, named and described conceptions of ethical competence strategically chosen examples of ethical theory are used in order to understand and explain the character of the identified conceptions of ethical competence. In that way theoretical qualifications of the empirically identified conceptions of ethical competence are used as tools for renewed systematical analyses of the empirical material.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2022_2,
title = {Ämneskunskaper i förändringens tid},
author = {Franck, Olof},
year = {2022},
journal = {Religion och livsfrågor},
volume = {1},
pages = {2022},
language = {swe},
issn = {0347-2159}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_gunvefredric_2015,
title = {Madness and The Bastard in Motion: Learning/Teaching through Performance Studies (in Tilburg)},
author = {Gunve, Fredric and Belgrano, Elisabeth},
year = {2015},
journal = {7th Teachers' Academy 2015 ENACT: learning in/through the Arts Tilburg, The Netherlands},
language = {und},
keywords = {madness; bastard; teaching; learning in higher arts education; through arts; performative encounter; performance studies},
abstract = {This paper performs a dialogue/an encounter between Madness (or the false mad Demidamia from the opera La Finta Pazza performed in Venice in 1641) and the Bastard (the illegitimate love child of arts, performance and education). Entangled they move through time, talking, confronting, shaping and diffracting a non‐existing form. Their method is about diffracting every inch of their journey. Meeting obstacles, facing resistance, walking into bubbles of flair and comfort, stepping into dilemmas and borderlands. Continuously asking themselves: What happens in the microscopic moment? When no/thing could even be imagined. On their way they challenge both time and existence. Learning through teaching through learning. Their journey is an ornamenting becoming in itself. It is an example of mattering as in meaning-‐making and knowledge processing, based on a performance of the indeterminable and affinity. The outcome in the performative encounter in itself – a potential model for teaching and learning in higher arts education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2010,
title = {Islamofobi - fördomar mot muslimer},
author = {Larsson, Göran},
year = {2010},
journal = {Fördomar – du också? Undervisningsmaterial om fördomar, diskriminering och rasism, Häfte 3},
volume = {3},
pages = {12--13},
language = {swe},
keywords = {islamofobi; undervisning},
abstract = {Del av undervisningsmaterial framställt av Anne Frank House, OSCE/ODIHR, Forum för levande historia, Svenska kommittén mot anti-Semitism.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_4,
title = {Med pedagogik och teologi som kamp för tro och mod},
author = {Aldrin, Viktor},
year = {2018},
language = {swe},
keywords = {praktisk teologi; religionspedagogik; religionsdidaktik; svenska kyrkan; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedttorsten_2024,
title = {Vad är kunskap i religionskunskap?},
author = {Löfstedt, Torsten},
year = {2024},
journal = {HumaNetten},
number = {53},
pages = {61--77},
language = {swe},
publisher = {Växjö},
keywords = {lgr22; lgr11; interpretive humanities; powerful knowledge; curriculum theory; study of religions},
issn = {1403-2279}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_2,
title = {Mellannnorrland i centrum: språkliga och historiska studier tillägnade profssor Eva Nyman},
year = {2017},
language = {swe},
publisher = {Institutionen för språkstudier, Umeå universitet},
keywords = {ortnamn; personnamn; dialektologi; runologi; literacy; litterär onomastik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahlstrandkajsa_2003,
title = {Efter katekesen},
author = {Ahlstrand, Kajsa},
year = {2003},
journal = {Svensk kyrkotidning},
volume = {6},
pages = {69--70},
language = {swe},
keywords = {kateketik; undervisning; church studies; kyrkovetenskap},
issn = {0346-2153}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2007_1,
title = {Religionspedagogik - ett tvärvetenskapligt ämne},
author = {Zipernovszky, Hanna},
year = {2007},
journal = {Tro&Liv},
volume = {1},
number = {66},
pages = {27--28},
language = {swe},
keywords = {education},
issn = {0346-2803}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_serholtsofia_2014,
title = {Students' Attitudes towards the Possible Future of Social Robots in Education},
author = {Serholt, Sofia and Barendregt, Wolmet},
year = {2014},
language = {eng},
abstract = {Ethical considerations as well as users’ attitudes and perceptions of robots are increasingly being explored using a variety of methods. Considering the views of key stakeholders, and allowing such views to shape technology, is a prerequisite for the future of robotics. Yet, eliciting such views in a situation where participants have no frame of reference is no easy task. In our field of educational robotics, we are currently exploring ways in which to highlight potential ethical concerns and attitudes held by students and teachers. In this paper, we present the results of a questionnaire study conducted with 45 students in Sweden during a workshop called Robots in School: Fun or Scary?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2023,
title = {Att behålla en relation med eleverna, men ändå påpeka det som är galet: Om värderingar, ömma tår och religionsämnets komplexitet},
author = {Löfstedt, Malin},
year = {2023},
journal = {Mellan kunskap och fostran},
pages = {43--53},
language = {swe},
publisher = {Lund : Studentlitteratur AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2020,
title = {Ethics Education in Swedish RE - and Future Content for Ethics Education in Compulsory School},
author = {Sporre, Karin and Franck, Olof and Lilja, Annika and Osbeck, Christina},
year = {2020},
journal = {Facing the Unknown Future: Religion and Education on the Move. Religious Divesity and Education in Europe, Vol. 14. ter Avest, I., Bakker, C., Ipgrave, J., Leonhard, S. & Schreiner, P. (eds)},
pages = {195--208},
language = {eng},
publisher = {Münster : Waxmann},
issn = {1862-9547}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2018,
title = {Education},
author = {Roos, Lena},
year = {2018},
journal = {Encyclopedia of Women in World Religions},
pages = {130--131},
language = {eng},
publisher = {Santa Barbara, CA : ABC-CLIO}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2016,
title = {Construction and deconstruction of the national tests in Religious Education in Sweden: lessons to be learned? Workshops x 2 at European Forum for Teachers of Religious Education (EFTRE), Wien 31augusti - 3 september 2016},
author = {Lindskog, Annika and Franck, Olof},
year = {2016},
journal = {http://eftre.weebly.com/workshops.html},
language = {eng},
keywords = {religious education; assessment; national tests},
abstract = {Is it possible to test religious issues without breaking up with the core of religious faith? What happens when matters of faith are made the object of a pedagogical dissection, described in supposedly impartial terms? What may occur when more or less complex dogmas and belief-sentences are made the objects of distanced questions intending to capture knowledge with reference to the wording in the core content and the knowledge requirements in a syllabus? In this workshop we will start by critically discussing some items from the first National Tests in RE from 2013. The discussions will establish a platform for further reflection and analysis, and together we will try to compose some items that might capture the core of religious belief at the same time as they satisfy pedagogical and subject matter demands with reference to the syllabus.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2017,
title = {Recension av Jakob Wirén, Utmaningsdriven undervisning: Hur kyrkan kan dela tro och liv idag},
author = {Selander, Sven-Åke and Wirén, Jakob},
year = {2017},
journal = {Årsbok för Svenskt Gudstjänstliv},
number = {92},
pages = {266--272},
language = {swe},
publisher = {Stockholm : Artos & Norma},
issn = {0280-9133}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2017,
title = {Philosophy with Children, Inquiry Ethics and Value Transmission: Merits, demerits and relations between the approaches},
author = {Gardelli, Viktor},
year = {2017},
language = {eng},
keywords = {philosophy of education; ethics education; utbildningsfilosofi; etikundervisning; education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2017,
title = {Skolans värdegrund 2.0: Etik för en osäker tid},
author = {Kronlid, David O.},
year = {2017},
language = {swe},
publisher = {Natur och kultur},
keywords = {wicked issues; esd; sustainable development; value foundation; curriculum studies; värdegrund; metafor; vilda problem; agenda 2030; hållbar utveckling; utbildning för hållbar utveckling}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schrterthorsten_2019,
title = {The study of wordplay translation: Some insights, questions and challenges},
author = {Schröter, Thorsten},
year = {2019},
journal = {Du jeu dans la langue},
pages = {299--312},
language = {eng},
publisher = {Villeneuve d'Ascq : Presses Universitaires du Septentrion},
keywords = {translation; wordplay; puns; language-play; constraints; loss; compensation; quality; language teaching; language learning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2011,
title = {Teknikutbildning för framtiden: Perspektiv på teknikundervisningen i grundskola och gymnasium},
year = {2011},
language = {swe},
publisher = {Liber},
keywords = {subject didactics; ämnesdidaktik},
abstract = {År 2011 fick teknikämnet nya kurs- och ämnesplaner för både grundskolan och gymnasiet. Men hur ska de nya läroplanerna i teknik förverkligas i praktiken? Hur kan skolledning och lärare utveckla teknikundervisningen så att ämnet teknik blir intressant, relevant och viktigt för alla elever? Och vilka pedagogiska metoder, vilken inlärningsmiljö, vilka läromedel och vilken attityd till uppgiften skulle kunna underlätta detta? Teknikutbildning för framtiden redovisar forskningsbaserad information och idéer om just detta. De femton författarna är alla verksamma lärare, de flesta med lång erfarenhet av teknikundervisning i grundskola och gymnasium. Boken bygger på den forskning som bedrevs inom en teknikdidaktisk forskarskola för lärare under åren 2008–2011 av Högskolan i Gävle, Kungliga Tekniska högskolan och Stockholms universitet. Den är avsedd att användas i lärarutbildningen och av yrkesverksamma lärare, och innehåller instuderingsfrågor som riktar sig till både blivande och aktiva lärare.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2008,
title = {"Varför kommer 'dom' inte hit och åker skridskor?" Om postkolonial teori och undervisning},
author = {von Brömssen, Kerstin},
year = {2008},
journal = {Olsson, Susanne & Thurfjell, David (Red.), Hermeneutik, didaktik och teologi. En vänbok till Björn Skogar.},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2024_2,
title = {Exploring Religious Education in the Non-Confessional Religious Education Classroom},
author = {Enstedt, Daniel},
year = {2024},
journal = {Religious Literacy in Secular Religious Education. Nordic Perspectives and Beyond / Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark (Hrsg.)},
pages = {89--106},
language = {eng},
publisher = {Münster : Waxmann}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bexelloloph_2021,
title = {Teologiska fakulteten vid Uppsala universitet 1916–2000: Historiska studier},
author = {Bexell, Oloph},
year = {2021},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {history of sciences and ideas},
abstract = {År 1916 stadfästes nya statuter för de svenska universiteten. För Uppsalas del skildras här den teologiska fakultetens förhållanden därefter och under hela 1900-talet. Det klarläggs hur fakultetens månghundraåriga förbindelser med kyrkan successivt löstes upp både formellt och vad gäller forskning och undervisning. Hur gick det till och vad blev konsekvenserna? Antalet studenter ökade kraftigt. Skolans förändrade kursplaner och behov av nya lärarutbildningar motiverade nya studieordningar för det som samtidigt var – och fortfarande är – en utbildning av blivande präster. Hur har teolog-utbildningens tyngdpunkt skiftat över tid? Även framväxten av det fristående Stockholms teologiska institut beskrivs liksom hur och varför utbildningen där med tiden övertogs av Uppsala universitet. Förändringarna inom forskarämnena behandlas utförligt. Professorstillsättningarna var ofta utdragna och utgjorde viktiga vägval för ämnenas profil. Utgången var många gånger oviss in i det sista. Läsaren får möta en rad pregnanta professorsprofiler och följa många av fakultetens diskussioner. Ibland har krafter utifrån aktivt agerat för att påverka händelseutvecklingen. Hur har den teologiska fakulteten i olika tider tolkat sin uppgift och roll vid ett statligt universitet? Boken visar hur och varför många av ämnena över tid förändrade sitt fokus. }
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado,
title = {Qualitative Methods and Empirical Support},
author = {Matta, Corrado},
language = {eng},
keywords = {qualitative social research methods; empirical support; philosophy of the social sciences; education},
abstract = {In this paper I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). A conceptualization of empirical support that is specific for qualitative methods is proposed. This conceptualization is based on the analysis of a case of qualitative research. I provide arguments that this conceptualization identifies specific and non-trivial properties of qualitative support and that, at the same time, this conceptualization supports the claim that there is no methodological separation between quantitative and qualitative methods concerning empirical support.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_blennowkatarina_2021,
title = {Känslor och undervisning om kontroversiella samhällsfrågor},
author = {Blennow, Katarina},
year = {2021},
journal = {Religion & Livsfrågor},
volume = {3},
number = {2021},
pages = {3},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2018,
title = {Normativ kompetens i lärande för hållbar utveckling– ett praktiskt pedagogiskt begrepp},
author = {Grice, Marie and Franck, Olof},
year = {2018},
journal = {Nordisk forskningskonferens om miljö och hållbarhetsutbildning 25 - 26 oktober 2018, Örebro universitet},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2015_1,
title = {Bridging the gap between academic cultures of teaching: Ethics, Particularity and Interdisciplinarity in Academic Development Programmes},
author = {Aldrin, Viktor},
year = {2015},
journal = {Högskolepedagogiska texter},
language = {eng},
publisher = {Göteborg : Enheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet},
keywords = {academic development programmes; cultures of teaching; interdisciplinary dialogue; particularity},
abstract = {The purpose of this article is to construct an ethical position of Academic Development Programmes where managerial, top-down principles, are rejected because of the disciplinary resistance such positions bring in the reluctance of recognising existing teaching practices. Instead a focus on particularity through the acceptance of professional difference in an interdisciplinary dialogue is put forward where comparative didactics and interfaith dialogue bring new abilities for university teachers to become better practitioners within their own fields of teaching.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2015_2,
title = {Didactic Reasoning in Academic Teacher Development: Towards a New Understanding of Teacher Training for Academics},
author = {Aldrin, Viktor},
year = {2015},
journal = {Högskolepedagogiska texter},
language = {eng},
publisher = {Göteborg : Enheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet},
keywords = {interfaith dialogue; intersubjectivity; didactic reasoning; academic development programmes},
abstract = {Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_widholmtomas_2023,
title = {Mission Impossible? Klassrumsperspektiv på undervisning om religion och vetenskap},
author = {Widholm, Tomas},
year = {2023},
journal = {Religion och vetenskap},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {religion; vetenskap; religionskunskap; ämnesdidaktik; religionsdidaktik},
abstract = {Det här kapitlet behandlar klassrumsperspektiv på undervisning om religion och vetenskap i ämnet religionskunskap på gymnasieskolan. Fokus ligger på tre utmaningar som lärare talar om när det gäller religion och vetenskap: 1) konsekvenser av att frågan om skapelse och evolution väljs som exempel, 2) att bedriva undervisning om religion och vetenskap under stor tidsbrist, samt 3) att religion och vetenskap i sig utgör en komplext ämnesinnehåll. Avslutningsvis förs ett resonemang om betydelsen av att välja lämpliga exempel för undervisning om religion och vetenskap.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bennetchristian_2014,
title = {Synen på kunskap kan göra skillnad},
author = {Bennet, Christian},
year = {2014},
journal = {Motbok, Olof Franck (red)},
pages = {107--125},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kunskap; läroplan}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_3,
title = {Being and becoming: Challenging dichotomous conceptions of ethical competence within democratic education in compulsory school International conference on existential questions in research and education, Sigtunastiftelsen 27-29 oktober 2016},
author = {Franck, Olof and Lilja, Annika},
year = {2016},
journal = {URL http://www.su.se/hsd/english/research/conferences},
language = {eng},
keywords = {ethical competence; values education; the child as a moral subject; democracy education},
abstract = {What abilities are to be developed within ethics education? Such abilities are sometimes described in terms of ethical competence. The concept of ethical competence is not unproblematic, but it can be used instrumentally to identify abilities that in the framework of the teaching of ethics is thought to be developed. This presentation focuses on dichotomous conceptions of ethical competence according to which subjects either have or lack relevant abilities, and where “ethically competent grown-ups” are distinguished from “ethically not competent”, or “ignorant, children”. With reference to Jacques Rancière's philosophical approach where teachers and students, as collaborative equals, engage in teaching-learning processes, and John Wall's critical "childist approach" in which hierarchic ageist relations are highlighted, a dichotomous, developmentalist conception of ethical competence is analyzed. An examination of conceptions of ethical competence in Nordic RE syllabuses, and an interpretative analysis of interviews with pupils in grade six, performed within a research project financed by the Swedish Research Council, are used as bases for the analysis. Finally, a non-dichotomous conception of ethical competence is elaborated with regard to teachers´ contribution to the transmission of democratic values, and with reference to conceptions of children as moral subjects, being and becoming ethically competent practitioners.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_pedersenhelena_2019,
title = {Schizoanalysis and Animal Science Education},
author = {Pedersen, Helena},
year = {2019},
language = {eng},
publisher = {Bloomsbury Academic},
keywords = {education; animals; science; deleuze; guattari; schizoanalysis; desiring-machines; the animal-industrial complex; biotechnologies; subjectivity; power},
abstract = {Within the education system, acts of violence toward animals take place and are manifested on a routine basis in science classes, in lecture halls, in school canteens, and during study visits to zoos, farms, and slaughterhouses. Taken for granted as ”necessary” for teaching and learning, this violence profoundly affects animals as well as students. It also provides new entry points for understanding education as a multispecies power regime, driven by numerous other investments than knowledge dissemination alone. What, then, is the nature of this educational violence, and how exactly does education work through techniques of interference with student and animal bodies? Based on ethnographic research within upper secondary schools and higher education, this book challenges the use of animals in education by innovative engagement of Deleuze and Guattari's tool of schizoanalysis. Sparking a fundamental rethinking of educational processes, relations, and aims, the book explores how scientific knowledge about animals proliferates through complex interplay of power and desire in contested spaces of teaching and learning. Configuring animal science education as a set of machines working in tandem with the animal industry, Helena Pedersen offers radical new insights into how education forms subjectivities and social orders under conditions of capitalist expansion that capture students and animals alike. Bringing together education studies, science studies, critical animal studies, and continental philosophy, Pedersen also provides examples of disruptive action that can put education to work for transformation and liberation.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_4,
title = {Forskningscirkel i kyrkan. Undervisning och lärande bland barn och unga i Uppsala stift},
year = {2024},
language = {swe},
publisher = {Uppsala universitet},
keywords = {forskningscirkel; barn och unga; svenska kyrkan; religionsbeteendevetenskap och praktisk teologi; social sciences of religion and practical theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_stenmarkmikael_2016,
title = {Livsåskådning, människosyn och gudsuppfattning - några centrala analyskategorier},
author = {Stenmark, Mikael and Franck, Olof},
year = {2016},
journal = {Franck, O. & Stenmark, M. (red): Att undervisa om människosyner och gudsuppfattningar},
pages = {11--28},
language = {swe},
publisher = {Stockholm : Liber},
keywords = {livsåskådning; människosyn; gudsuppfattning; analys; undervisning},
abstract = {Det verkar bli allt vanligare i Sverige idag, men också på andra ställen i världen, att människor tycker att det är något märkligt med att tro på Gud eller att vara religiös. Gudstron utgör inte längre en reell möjlighet utan framstår för många som något oförnuftigt, irrationellt och ovetenskapligt. Vissa uppfattar till och med religion som ett direkt hot mot ett civiliserat och demokratiskt samhälle. Detta utgör en utmaning för verksamma och blivande lärare i religionskunskap, som är den huvudsakliga målgruppen för denna bok. I Att undervisa om människosyner och gudsuppfattningar finns bidrag som diskuterar mindre kända områden i och utanför "världsreligionernas" landskap, men det finns också kapitel som fördjupar och breddar perspektiven på till exempel hinduism, kristendom och islam. Boken behandlar frågan om människosyn och gudsuppfattningar inom religionens område ur ett mer generellt perspektiv, men tar även upp dessa frågor relaterat till sekulära livsåskådningar, ateism, religiös tro och vetenskap. Varje kapitel avslutas med några reflekterande frågor. Författarna är alla forskare inom religionsvetenskap, religionshistoria, teologi och filosofi. De olika bidragen knyter an till skrivningarna i kurs- och ämnesplanerna för religionskunskap och är tänkta att ge lärarstudenter och lärare möjlighet att utveckla fördjupade ämneskunskaper som kan inspirera till en undervisning som står på god vetenskaplig grund.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2012_1,
title = {Who is “we” in the classroom of Religious Education?},
author = {Kittelmann Flensner, Karin},
year = {2012},
journal = {NFPF/NERA'S 40TH CONGRESS},
pages = {247},
language = {eng},
keywords = {pedagogics; educational science},
abstract = {The aim of this paper is to analyze some of the discourses that can be discerned in a classroom of Religious Education in upper secondary school in Sweden. It is based on the findings of participant observation conducted during 2011 in two different schools. The interpretative approach, formulated by Robert Jackson (1997, 2004), is used in analyzing interactions in the classroom. A key concept in the interpretative approach is representation, which means that religions are not seen as homogeneous phenomena but multidimensional and changing and concerns how this is expressed in the context of Religious Education. The present paper focuses on perspectives and representations of the content of Religious Education that appears in the classroom. The analysis of the classroom observations show that a secular discourse dominates in the classroom and can be described as the norm. As a result, ”we” are described by concepts such as scientificity, rationality, modernity and development. Religiosity and belonging to a faith is portrayed as opposed to a modern worldview, and religious people in general are often labeled as deviant and outmoded. Simultaneously, a national/cultural discourse is discernible in which ”we” is described as Christian, in the sense of belonging to a Christian culture which is presented as opposed to other cultures, especially in relation to Muslim culture. One does not know much about how Religious Education is shaped in the classroom practice. By describing how knowledge is constructed within Religious Education and what opinions and definitions that appears in different contexts, we get a better understanding of the classroom practice, which may form the basis for dialogue in a pluralistic society.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tjellejarmersebastian_2023,
title = {Konstruktiv religionskritikk og medborgerskap: Læreres beskrivelser og refleksjoner},
author = {Tjelle Jarmer, Sebastian},
year = {2023},
journal = {Nordidactica},
volume = {2023},
number = {13},
pages = {62--85},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religionskritikk; religionsundervisning; medborgerskap; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Through discussion of new perspectives from democracy- and citizenship research, sociology of religion, and religious didactics, this article explores criticism of religion in Norwegian religious education. Based on empirical analyses of 13 semi-structured interviews with teachers from various upper secondary schools in Norway, the article contributes to the development of criticism of religion as an analytical category. Based on the teachers' descriptions the article argues that teaching about criticism of religion is a fruitful entrance to learning about, for, and through democracy. The contribution illustrates that metacognitive perspectives, power analyses, professional knowledge, and practical experience are considered central elements to facilitate what this article characterizes as constructive criticism of religion.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1991,
title = {Reflektion och kritisk tänkande: om didaktiska principer och deras tillämpning},
author = {Selander, Sven-Åke},
year = {1991},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindhanders_2025,
title = {Tankar om att arbeta med bild och medier i undervisning i religionskunskap på gymnasiet och i religionsvetenskap vid utbildning av lärare},
author = {Lindh, Anders},
year = {2025},
journal = {Religion och estetik},
pages = {90--119},
language = {swe},
publisher = {: Föreningen för lärare i religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_davagedavid_2020,
title = {Textkritik och ny filologi i exegetisk undervisning: Några reflektioner och praktiska exempel},
author = {Davage, David},
year = {2020},
journal = {Svensk Exegetisk Årsbok},
number = {85},
pages = {81--91},
language = {swe},
publisher = {: Svenska Exegetiska Sällskapet},
issn = {1100-2298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2019,
title = {En fritidsgård eller en troende gemenskap? Utmaningar för Svenska kyrkan i en tid av religiös förändring},
author = {Gustavsson, Caroline},
year = {2019},
journal = {Svensk kyrkotidning},
volume = {12},
pages = {333--336},
language = {swe},
keywords = {svenska kyrkan; undervisning},
abstract = {I artikeln presenterar Caroline Gustavsson delar av ett forskningsprojekt bland pedagoger i Västerås stift om lärande och undervisning och hur resultaten kan förstås med utgångspunkt i två tidigare studier av Rune Larsson om kyrkans undervisning.},
issn = {0346-2153}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bertellmaths_2011,
title = {Fornnordisk religion, fornsamisk religion och kristnandet av Norden – en forskningsöversikt},
author = {Bertell, Maths},
year = {2011},
journal = {Föreningen lärare i religions årsskrift},
number = {43},
pages = {43},
language = {swe},
publisher = {Malmö Högskola},
keywords = {religion; forntid},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2024_1,
title = {Hur görs frågor kontroversiella?},
author = {Lindström, Niclas},
year = {2024},
journal = {Att undervisa om kontroversiella frågor},
pages = {67--78},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
abstract = {Lärare som undervisar i samhällsorienterade ämnen hanterar kontinuerligt kontroversiella frågor och konflikter som uppstår mellan individer eller grupper i skolan. Men vad eller vem är det egentligen som gör att frågor blir kontroversiella i klassrummet? Svaret på frågan är långt ifrån så självklart som det kan verka vid första anblick. I det här kapitlet görs ett försök att reda ut detta utifrån några praktiska exempel hämtade från studier i skolmiljö.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2011,
title = {Etik, moral och det goda livet},
author = {Löfstedt, Malin},
year = {2011},
journal = {Religionsdidaktik},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2011_1,
title = {Livsfrågor på gott och ont},
author = {Löfstedt, Malin},
year = {2011},
journal = {Religionsdidaktik},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hylntorsten_2012,
title = {Essentialism i religionsundervisningen, ett religionsdidaktiskt problem},
author = {Hylén, Torsten},
year = {2012},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
volume = {2012},
pages = {106--137},
language = {swe},
publisher = {Karlstad : CSD},
keywords = {: essentialism; religious education; family resemblances; prototype theory; benson saler; religionsdidaktik; religious studies and theology},
abstract = {Essentialist concepts of religion are common in the teaching of religion in schools and to a certain extent also in the academic discipline of religious studies. In this article, a number of problems with essentialist perceptions of religion are discussed. In the first part of the article a thesis is maintained, according to which essentialist conceptions of religion or specific religions are too limited to be of value in the teaching of religion. This is done through examples of essentialist expressions on religion. The examples are grouped according to a typology of different kinds of essentialism. Two main categories, each with two sub-categories are identified. Thus, the category of essentialism regarding the substance of religion is divided into transcendental or theological essentialism (which presupposes the existence of a sacred power of some kind, the experience of which is the basis for religion), and core essentialism (where it is presupposed that certain ideas or concepts constitute religion as a general category or specific religions). Likewise, the category of essentialism regarding the function of religion has two sub-categories: positive and negative essentialism. These kinds of essentialism presuppose that religion or specific religions are inherently good or harmful respectively to human beings. Examples from each of these categories are given and discussed. In the second part of the article, Benson Saler’s open concept of religion is presented as an alternative to essentialist or bounded perceptions. It is based on Ludwig Wittgenstein’s idea of family resemblances and on prototype theory. In connection with this, it is argued that a certain kind of conscious ethnocentrism is needed as a point of departure in the study and teaching of religion. The metaphor of education as a journey from the familiar out into the unfamiliar and back again is suggested as a possible pattern for such teaching. Finally, some examples of non-essentialist ways to introduce religions are offered.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skaremyrellinor_2025,
title = {The Place of Religion in Nordic Higher Education: The Case of Swedish ECEC Teacher Education},
author = {Skaremyr, Ellinor and Raivio, Magdalena and Kuusisto, Arniika},
year = {2025},
journal = {Abstract Book},
language = {eng},
keywords = {teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {This paper examines the place of religion in Nordic Higher Education through the case of Swedish ECEC Teacher Education. Sweden, alongside other Nordic countries, is both an increasingly secular and a notably multi-religioussociety. This may generate tensions related to worldview visibility and the related self-expression, relevant alsofrom the freedom of religion and Human Rights perspectives. Although equity and non-discrimination related toreligion and worldviews are central to all higher education, we know very little of what the visibility of religion andother worldviews in ECEC teacher education is like at present, and how the students themselves have experiencedthis phenomenon during their degree studies. This project aims to fill this gap in research, whereof the presentpaper focuses on the pilot study data from student narratives.In Sweden, the discourse and content of ECEC teacher educations, from the perspectives of religion andworldviews, are yet to be explored. For this purpose, a theoretical tool (Raivio et al. 2022) based on criticalpedagogy, black feminist and postcolonial theory (e.g. hooks, 1994; Spivak,1988; Yuval-Davis, 2011) and feministethics of care (Noddings, 2013) will be used for analyzing and discussing discursive elements of ‘othering’ and‘belonging’.The presented preliminary findings will focus on the ECEC teacher students’ perceived experiences of theeducational content related to issues linked to religion and worldviews during their education. A survey was usedto gather their narratives of perceived experiences. The survey, which consisted of open-ended questions, wasposted on the students' learning platforms.Findings from an ongoing pilot study indicate that students perceive that they rarely encounter contents related toreligions during the seminars or lectures as the theoretical part of their teacher education, however, that theydescribe that they often meet children and parents with different religious affiliations during their teachingpractice. Students' narratives suggest that there is a dominant Christian and/or secular discourse within theprograms, which places students with religious or other than Christian worldviews as “the other” and in themargins of the discussions.Addressing value issues related to social relations, equity and non-discrimination related to religion andworldviews is crucial in higher education. This project, focusing on religion in Swedish preschool teacher education,is highly relevant to Nordic educational research, as this perspective has not been previously studied in ECECteacher education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_widholmtomas_2023_1,
title = {Exemplets makt – när ett nytt ämnesinnehåll i religionskunskap realiseras i klassrummet},
author = {Widholm, Tomas},
year = {2023},
journal = {Nordidactica},
volume = {2023},
number = {13},
pages = {26--45},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {religion; science; creation-evolution-controversy; religious education; syllabus; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {As a part of the reformation of Swedish upper secondary education in 2011, a new topic was added to the RE syllabus. This topic concern religion and science, and students are expected to learn about different views on the relationship between religion and science. In the syllabus, ‘questions about creation and evolution’ is mentioned as an example but not as a mandatory topic. The aim of this article is to study how the topic ‘religion and science’ is implemented by the teachers and to discuss consequences regarding students learning. All teachers in the study chose to teach about the creation-evolution-controversy. They selected teaching materials representing different opinions in the controversy, mainly a Darwinian position represented by vocal atheists and a theistic-evolutionist position represented by Christians trying to reconcile the theory of evolution with a Christian faith. Students were given assignments where they were expected to read, analyse, and understand quite complicated discussions about the theory of evolution, science, and religion. Teachers claim that ‘religion and science’ is a difficult topic to teach and a great challenge for students to learn, but few have considered to choose other examples. The example mentioned in the syllabus, ‘questions about creation and evolution’, seems to have a strong impact on teaching, for better or for worse.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2017,
title = {In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden},
author = {von Brömssen, Kerstin and Risenfors, Signild},
year = {2017},
journal = {Location, Space and Place in Religious Education},
pages = {67--85},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; location; space; place; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_davagedavid_2020_1,
title = {Kan Gamla testamentet bli som nytt?: Exegetisk undervisning i skuggan av ett "döende" testamente},
author = {Davage, David},
year = {2020},
journal = {Teologisk utbildning},
pages = {101--129},
language = {swe},
publisher = {Umeå : Umeå Universitet}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_3,
title = {Assessment in Ethics Education - A Case of National Tests in Religious Education},
year = {2017},
language = {eng},
publisher = {Springer},
keywords = {assessment; ethics education; religious education; national tests},
abstract = {This book presents a number of fundamentally challenging perspectives that have been brought to the fore by the national tests on religious education (RE) in Sweden. It particularly focuses on the content under the heading Ethics. It is common knowledge that many teachers find these parts difficult to handle within RE. Further, ethics is a field that addresses a range of moral and existential issues that are not easily treated. Many of these issues may be said to belong to the philosophical context, in which “eternal questions” are gathered and reflected upon. The first chapters highlight the concepts of ethical competence and critical thinking. In the following chapters the concept of ethical competence is analyzed with regard to teachers’ objectives and to students’ texts, respectively. These chapters pursue a more practice-related approach and highlight specific challenges identified from both teacher and student perspectives. Next, the book raises the issue of global responsibility. What kind of critical issues arise when handling such matters at school? Further, can contemporary moral philosophers contribute to such a discussion? In turn, the book discusses the role of statistical analyses with regard to national tests, while the closing chapters present international perspectives on the book’s main themes and concluding remarks. The book’s critical yet constructive approach to issues regarding assessment in ethics education makes a valuable contribution to an ongoing debate among researchers as well as to the everyday communication on testing in schools and classrooms. As such, it will appeal to scholars in ethics education and researchers in the field of assessment, as well as educators and teachers interested and engaged in the task of testing ethics in school contexts where curricular demands for valid and authoritative evaluation may provide important guidelines, but may also pose challenges of their own.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_janssonkarl_2016,
title = {Religion and physical education: does it affect Muslim boys?},
author = {Jansson, Karl},
year = {2016},
language = {eng},
publisher = {NERA - Nordic Educational Research Association},
keywords = {physical education; religion; muslim boys; education; idrott med inriktning mot didaktik; physical education and sport pedagogy},
abstract = {Topic/aim: In this study, I investigate situations when religion gets a function for Muslim ethnic minority boys in physical education (PE). Previous research has almost exclusively concerned Muslim girls (Stride 2014, Walseth 2013, Benn et al. 2011). As a response, I propose to emphasize Muslim boys. Empirical data are included in an ongoing PhD-project, in which I investigate situations when religion, ethnicity and gender gets a function for students and teachers in PE.Introduction: Although Scandinavian curricula emphasize equal conditions, research shows several barriers that preclude equality in PE, e.g. gender/sex and ethnicity (With-Nielsen & Pfister 2011, Skolverket 2005). Furthermore, several authors (Penney 2002, Flintoff et al. 2008) claim that issues in PE tend to be investigated through ‘single issue approaches’ and call for intersectional perspectives. Recently, the intersectionality between religion, ethnicity and gender has been acknowledged as an important research area (Stride 2014, Walseth 2013, Benn et al. 2011). However, this research has almost exclusively concerned Muslim girls. Exceptions have merely concerned Muslim boys incidentally (Benn 2002) or identified them as less vulnerable than Muslim girls (Carrol & Hollinshead 1993).In this study, I contribute to previous research by exploring situations when religion has a function for Muslim boys in PE.Theoretical framework: This study draws upon the pragmatic philosophy of John Dewey. Dewey rejects the idea that meaning can be found in objects/events per se. Rather, he claims that meaning emerges in action, in processes he calls transactions (Dewey & Bentley 1949/1991). For example, water gets different meaning depending on how it is used (drinking water, bathwater, etc.). Since meaning is an outcome of transaction, it can be investigated by studying people’s actions. Accordingly, it is possible to explore situations when religion gets a function for, in this case, Muslim boys, by investigating when it becomes “visible” in transaction. Method: Four Muslim boys (age: 14-16) participated in qualitative interviews. Situations were analyzed when religion gets a function in PE, i.e. situations when religion become “visible” in transaction. Findings: All boys stressed that they sometimes take it easy at PE during Ramadan, because they don’t want to be hungry/thirsty afterwards. They also told that they sometimes “run as usual”, especially during funny activities, but then become hungry/thirsty and tired afterwards. None of the boys wanted to swim during Ramadan for fear of swallowing water (i.e. “drinking”). Two of the boys hesitated to dance with girls because of their religious beliefs. This exemplifies situations when religion gets a function for the boys, i.e. situations when religion becomes visible in transaction. Discussion/conclusion: Benn et al. (2011) claims that attention to religion and PE “could help us to increase understanding for more inclusive practice” (p. 23). Though a small sample, this study indicates that religion may be of great significance for Muslim boys. Although it is important research, I will highlight the need for research concerning other minority groups than Muslim girls. A broaden sample can increase understanding for more inclusive practices, for all students (cf. Benn et al. 2011). References:Benn, T., Dagkas, S., & Jawad, H. (2011). Embodied faith: Islam, religious freedom and educational practices in physical education. Sport, Education and Society, 16(1), 17-34.Benn, T. (2002). Muslim women in teacher training: issues of gender, ‘race’, and religion. I D. Penney (Ed.). Gender and Physical Education: Contemporary Issues and Future Directions (s. 57-79). London: Routledge.Carrol, B., & Hollinshead, G. (1993). Ethnicity and conflict in physical education. Brittish Educational Research Journal, 19(1), 59-76.Dewey, J. & Bentley, A. F. (1949/1991). Knowing and the known. In Boydston J. A. (Ed.). The Later Works, 1925-1953, Vol. 16: 1949-1952 (p. 1-294). Carbondale: Southern Illinois University Press.Flintoff, A., Fitzgerald, H., & Scraton, S. (2008). The challenges of intersectionality: researching differences in physical education. International Studies in Sociology of Education, 18(2), 73-85.Penney, D. (2002). Equality, equity and inclusion in physical education. In Laker, A. (Ed.), The sociology of sport and physical education. London: RoutledgeSkolverket. (2005). Nationella utvärderingen av grundskolan 2003: idrott och hälsa. Stockholm: Skolverket.Stride. A. (2014) Let US tell YOU! South Asian, Muslim girls tell tales about physical education. Physical Education and Sport Pedagogy, 19(4), 398-417.Walseth, K. (2013). Muslims girls’ experience in physical education in Norway: What role does religiosity plat? Sport Education and Society, 1-13.With-Nielsen, N., & Pfister, G. (2011). Gender constructions and negotiations in physical education: case studies. Sport, Education and Society, 16(5), 645-664.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavid_2005,
title = {Miljöetik i praktiken: åtta fall ur svensk miljö- och utvecklingshistoria},
author = {Kronlid, David},
year = {2005},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {miljöetik; praktisk miljöetik; fallbaserad miljöetik; hållbar utveckling; utbildning för hållbar utveckling; philosophy subjects; interdisciplinary research areas; tvärvetenskapliga forskningsområden; faith and reason; tros- och livsåskådningsvetenskap},
abstract = {Sedan 1970-talets början har miljöetiken vuxit till att bli ett centralt ämne inom miljö- och utvecklingsstudier och hållbarhetsforskning. Genom att utgå från konkreta fall ur svensk miljö- och utvecklingspraktik vill författaren föras amman den miljöetiska teorin med konkreta händelser som av många uppfattas som moraliskt problematiska. Läsaren får en inblick i åtta svenska fall som fungerar som utgångspunkt för olika miljöetiska reflektioner. I och med detta får läsaren kunskap om olika sätt att använda sig av miljöetisk teori och om framträdande miljöetiska teorier och deras relevans för praktiska miljömoraliska frågor.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hallemma_2025,
title = {What's up in RE?: Religious Education in Sweden},
author = {Hall, Emma and Johansson, Tobias},
year = {2025},
language = {eng},
abstract = {In Swedish public discourse and debate, religion and religious belief are prominent (Franck & Thalén, 2018). Sweden, like many other parts of Western Europe, is characterized by ethnic, cultural, and religious diversity, which challenge simplistic understandings of identity and belonging (Hall, 2025). However, the opposition between the religious and the secular have long been predominant in educational contexts. As Sajir (2023) has pointed out, in a post-secular context, the religious origins of the majority culture are often obscured. The concepts of “culturalization of religion” and “religionization of culture” (Sajir 2023) illuminate this process. Addressing the issues of representation and inclusion, this can be particularly problematic for students with ethno-religious identities. Also, a new report from 2025 reveals that one in ten young Swedes identify as religious, and many turn to the Christian faith as a source of comfort and stability in times perceived as uncertain by young people. As Lewin (2017) argues, Religious Education plays a crucial role in developing religious literacy to better understand and manage diversity and belonging in light of current transitions. In this context, the presentation will focus on the new subject curricula for upper secondary schools, the planned new syllabi for compulsory schools, and the upcoming changes in teacher education. We will also discuss how these changes can address shifts in the Swedish religious landscape to create spaces for dialogue and conditions for learning from and with each other. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_roviojohanssonairi_2019,
title = {Studenters lärande: Livsvärldsfenomenologisk och fenomenografisk analys},
author = {Rovio-Johansson, Airi},
year = {2019},
journal = {Berndtsson, I., Lilja, A. och Rinne, I. (2019), Fenomenologiska sammanflätningar},
pages = {229--254},
language = {swe},
publisher = {Göteborg : Bokförlaget Daidalos},
keywords = {fenomenografi; livsvärldsfenomenologisk teori; studenters lärande i högre utbildning},
abstract = {Studiens syfte är att undersöka studenternas uppfattningar om lärandet som fenomen i akademisk grundutbildning. Deras erfarande och uppfattningar analyseras med hjälp av två teoretiska perspektiv, ett livsvärlds-fenomenologiskt och ett fenomenografiskt perspektiv. Tidigare fenomenografiska studier av lärandet som fenomen i akademisk grundutbildning har visat att lärande som fenomen kan förstås på många olika sätt av de lärande och av forskare. Lärande som begrepp är komplext och mångtydigt i olika teoretiska perspektiv och i olika kontexter, men innebär alltid att den lärande lär sig något, t.ex. en förmåga som exempelvis att cykla eller ett ämnesbegrepp. Det empiriska underlaget utgörs av 15 intervjuer med studenter på teknisk fakultet, som går på andra året i ett civilingenjörs¬program. Analysen av skillnaderna mellan intervjusvaren görs med en iterativ fenomengrafisk tolkningsprocess av samtliga studentsvar, dvs. på gruppnivå, Denna analys är en differentieringsprocess av utsagornas innebörder, som presenteras som olika beskrivningskategorier. I den livsvärldsfenomenologiska analysen riktas fokus mot en students levda erfarenheter av lärande som fenomen. Såväl den fenomeno¬grafiska som den livsvärldsfenomenologiska forskningsansatsen i denna studie ger betydande bidrag till förståelsen av studenternas lärande i högre utbildning. Studiens resultat stöder tidigare studier av lärandet som fenomen i ett icke-dualistiskt perspektiv. Avsikten har varit att ge ett bidrag till vår kunskap och förståelse för fenomenet lärande och skillnader i lärandets kontext och slutprodukt, genom att analysera det empiriska materialet med hjälp av två olika forskningsansatser.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sjblomjonas_2019,
title = {Ethics in Automotive Engineering},
author = {Sjöblom, Jonas and de Fine Licht, Karl},
year = {2019},
language = {eng},
keywords = {reflective engineer; ethical dilemma; automotive engineering; “diesel gate”},
abstract = {The need for reflecting engineers that can deal with ethical dilemmas are increasingly important. In the automotive field, the “diesel gate” in 2015[1] has put the ethical aspect in focus. However, this scandal can be explained by a consequence of (bad) political decisions and (insufficient) technological development. The dilemma for the students (and the society as well) is that these problems are complex and that there are no clear “right or wrong”. Nevertheless, no matter how difficult the problem, ethical dilemmas will need to be dealt with and the future engineers from Chalmers can contribute to a more (ethically) sustainable future. In the master’s program Automotive Engineering (MPAUT), the course in Internal Combustion Engines (MTF240) is used as the platform for practice in ethical reflections. With central support (from Karl Fine de Licht), the “applied ethics” approach is implemented using a bottom-up approach, working with a hypothetical but realistic ethical dilemma. The TLA consists of one lecture and one assignment. By applying a “generic model for critical thinking on ethical issues”, the students write a small assignment (two by two) within the course. The students perform reasonably well, and the correction of the PMs is not very rigorous. In the future, the assessment may need to be more stringent as well as the lecture and instruction also need to be continuously improved. The course evaluations are generally positive (however not excellent, average 4.0) and the students are not used to this kind of assignment. However, it’s very interesting and rewarding (as a teacher) to read the students reflections and even if their ethical reflection skills are not very advanced, the reflection exercise is hopefully a valuable experience in their future career. [1] https://en.wikipedia.org/wiki/Volkswagen_emissions_scandal}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_stronghansenkathryn_2018,
title = {Literature-Generated Empathy to Teach 'Green' Engineering Ethics},
author = {Strong Hansen, Kathryn},
year = {2018},
language = {eng},
keywords = {interdisciplinarity; engineering ethics; empathy},
abstract = {While understanding ethical concerns is of great importance, it is often not sufficiently addressed in engineering education. To help fill this gap, I propose activities that use literature to move students toward more personal engagement with sustainability issues. These tasks involve each student taking the perspective of a fictional character to better understand his or her views on sustainability, and it also asks students to explicitly analyze their own thinking on the subject. As an example, I use Isaac Asimov’s novella The Martian Way (1952). By having students take the point of view of a fictional character and use the ethical complexity of Asimov’s “anti-waster” campaign in The Martian Way, this task invokes the empathy necessary to apprehend a fictional character’s perspective as a springboard to cultivate students’ understanding of the social implications of “green” issues, but can be adapted for other ethics-based goals}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2013,
title = {Religious Education Teachers' Conceptions of "Religion" and Citizenship},
author = {Olson, Maria and Liljestrand, Johan},
year = {2013},
language = {eng},
keywords = {religion; religious teachers; religious education; citizenship; subject learning and teaching; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wickstrmjohan_2021,
title = {“Religion” i folkskolans styrdokument – ett bidrag till religionsbegreppets didaktiska historia},
author = {Wickström, Johan},
year = {2021},
journal = {Nordidactica},
volume = {3},
number = {11},
pages = {71--96},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {religionsdidaktik; religion; religionsbegrepp. religionsundervisning; folkskola; curriculum studies; subject-specific education},
abstract = {The article investigates how concepts of “religion” have been formulated in the curriculum of the Folkskola from 1842 to 1955. Previous research has focused on the nationalistic and religious dimensions of this school. Especially the transformation of the subject Christianity (sv. Kristendomskunskap) has been focus for several studies, but the Grundbegriff ‘religion’, understood as a “essentially contested concept”, has not been empirically investigated in the light of advanced theoretical discussions about the concept of religion. This article shows how the concept of religion has been didacticised and given specific meanings, contents and educational functions. The study concludes that christocentric concepts and a christian world-order are prevalent during the research period. A moral socialization is gradually replaced by a democratic socialisation where pupils can take different positions and where there is room for dissents. The study also shows how religions have been ranked in different ways. The study contributes to knowledge about change in the concept of religion and to the conditions for teaching Christianity in the Folkskola. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1990,
title = {Filosofi, didaktik och lärarutbildning},
author = {Bengtsson, Jan and Kroksmark, Tomas},
year = {1990},
journal = {Forskning om Utbildning},
volume = {2},
number = {17},
pages = {4--16},
language = {swe},
keywords = {lärare; education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2009,
title = {The teacher's dilemma: Exploring the border between culture relativism and prejudice when discussing gender issues in islam},
author = {Visuri, Ingela},
year = {2009},
journal = {Your heritage and mine},
pages = {170--180},
language = {eng},
publisher = {Uppsala : Religionshistoriska avdelningen, Uppsala universitet},
keywords = {religionsundervisning; mångfald i skolan}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_4,
title = {Critical religious education: highlighting religious truth-claims in non-confessional educational contexts},
author = {Franck, Olof},
year = {2016},
journal = {A, J. & Barnes, L. P (eds): Education and Religion. Major themes in education, Vol. III, Religion, Diversity and Education, London and New York: Routledge. Reprinted from British Journal of Religious Education, 2015, 37, 3, 225 - 239.},
pages = {227--240},
language = {eng},
publisher = {London and New York : Routledge},
keywords = {religious education; truth; realism},
abstract = {In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright’s critical realist approach in terms of a ‘pursuit of truth’, the question of how to motivate epistemological analyses within religious education is raised and discussed with reference to three relevant sceptical arguments. These arguments are made objects of critical comments, and an illustration of pedagogical and methodological consequences is presented with reference to the new syllabuses for religious education in Sweden. Finally, a constructive re-interpretation of Wright’s approach is elaborated, and a critical position in relation to it is outlined.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2008_1,
title = {Läs i din Herres namn… En didaktisk läsning av sura 96:1-5},
author = {Larsson, Göran},
year = {2008},
journal = {Susanne Olsson & David Thurfjell (red.) Hermeneutik, didaktik och teologi. En vänbok till Björn Skogar.},
pages = {137--142},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {koranen}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_3,
title = {Islamundervisning i det oförutsägbara klassrummet},
author = {Berglund, Jenny},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {275--290},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {religionskunskap; islam; islamundervisning; interkulturell religionsdidaktik; klassrum; subject learning and teaching; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2013,
title = {Religionskunskapsliteracy},
author = {Löfstedt, Malin},
year = {2013},
journal = {Religion och livsfrågor},
language = {swe},
publisher = {Malmö},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_karahananne_2010,
title = {Bildning och uppfostran: Interaktion mellan ord och bild i bysantinsk bildvärld},
author = {Karahan, Anne},
year = {2010},
journal = {Danningsperspektiver},
pages = {91--109},
language = {swe},
publisher = {Trondheim : Tapir Akademisk Forlag},
keywords = {bilddidaktik; religiös didaktik; ord och bild; epistemologi; bysantinologi; bysantinsk konst; bysantinsk estetik; medeltidshistoria; bysantinsk historia; metaforik; patristik; antikens kultur och samhällsliv; idéhistoria; religionssociologi; religionsfilosofi; history of religion; byzantine studies}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_5,
title = {Comparative analyses of conceptions of ethical competence with special regard to Nordic syllabuses. International Seminar on Religious Education and Values (ISREV), Session XX, 31st of July to 5th of August, University of St Mary on the Lake, Chicago. Symposium 4 Ethical competences - comparisons between a few countries: Olof Franck, Karin Sporre},
author = {Franck, Olof},
year = {2016},
journal = {International Seminar on Religious Education and Values, Session XX July - August 2016. Values, Human Rights and Education Sunday 31st of July to Friday 5th August 2016. Conference booklet.},
language = {eng},
keywords = {ethical competence; nordic syllabuses},
abstract = {The aim of the first of these papers is to present a comparative study regarding how the concept of ethical competence is expressed and elaborated in Nordic curricula and, specifically, in Nordic syllabuses for RE. The paper starts with a review of an interpretive analysis of conceptions of ethical competence in the Swedish syllabus for RE in compulsory school, where five “abilities” relevant to an understanding of the concept in question are found to be implied, for example the ability to analyze ethical issues, and to reason by using ethical concepts. This review constitutes the starting point for a comparative examination of correspondent conceptions of ethical competence in the syllabuses for RE in the other Nordic countries with a specific focus on the Finnish and the Icelandic ones. The reason for choosing this focus is that both these syllabuses include formulations which seem to imply dimensions of ethical competence, that seem to be lacking in the RE syllabuses in Sweden, but also in Norway and in Denmark. What is at stake here is particularly dimensions of action competence: while ethical competence, not least in the Swedish RE syllabus, seems to be elaborated in more or less theoretical terms, the elaborations of the concept in the Finnish and the Icelandic ones seem to allow for the involvement of moral engagement and personal action. This in turn raises the issue of how the teaching of ethics is presented in the policy documents in question: as, for example, values education or character education respectively.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014,
title = {Religious Education at Schools in Europe: Part 3: Northern Europe},
year = {2014},
language = {eng},
publisher = {Vandenhoeck & Ruprecht},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science},
abstract = {The project Religious Education at Schools in Europe (REL-EDU), which is divided up into six volumes (Central Europe, Western Europe, Northern Europe, Southern Europe, South-Eastern Europe, Eastern Europe), aims to research the situation with regard to religious education in Europe. The third volume outlines the organisational form of religious education in the countries of Northern Europe (Denmark, Sweden, Finland, Norway, Estonia, Lithuania, Latvia, Iceland). This is done on the basis of thirteen key issues, which allows specific points of comparison between different countries in Europe. Thereby the volume focusses the comparative approach and facilitates further research into specific aspects of the comparison.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2021,
title = {Islamic Religoius Education and Education About Islam in Sweden},
author = {Berglund, Jenny},
year = {2021},
journal = {Islamic Religous Education in Europe},
pages = {212--225},
language = {eng},
publisher = {: Routledge},
keywords = {islamic education; education about islam}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_3,
title = {Den tredje vägen: mellan objektivistiska och subjektivistiska bilder av tro i undervisning i religionskunskap},
author = {Franck, Olof},
year = {2013},
journal = {Religion och livsfrågor},
pages = {19--23},
language = {swe},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_almnedgar_1994,
title = {Att undervisa om religion, livsfrågor och etik i skolan},
author = {Almén, Edgar and Furenhed, Ragnar and Hartman, Sven},
year = {1994},
language = {swe},
publisher = {Lärarutbildningen, Linköpings universitet},
keywords = {talboksinläsning för högskolestudier; pedagogi; pedagogisk metodik; religionskunskap; religionsundervisning; undervisning; filosofiundervisning; humanities and religion; humaniora och religionsvetenskap},
abstract = {Att undervisa om religion, etik och livsfrågor hör till skolans svåraste uppgifter. Den här antologin är ett bidrag till utvecklingen av ett professionellt lärarkunnande i frågor som gäller skolans undervisning på livsåskådningsområdet. Texterna har skrivits särskilt för lärarutbildningen. Författarna är erfarna pedagoger verksamma inom lärarutbildningen}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2016,
title = {Vad är religionslärarkunskap?: En diskursanalys av trepartssamtal i lärarutbildningen},
author = {Carlsson, David},
year = {2016},
language = {swe},
publisher = {Acta Universitatis Gothoburgensis},
keywords = {religious education; teacher education; knowledge; teacher knowledge; supervision; supervision trialogue; supervision conference; discourse; discourse analysis; observation},
abstract = {From an overall perspective, the aim of this thesis is to investigate teachers’ knowledge in relation to Swedish teacher education and to the school subject religious education (RE), by exploring constructions of essential knowledge for an RE teacher. Two research questions are in focus: What RE teacher knowledge is discursively constructed in teacher education supervision trialogue and in interviews with student teachers, teacher educators from school and teacher educators from university? How are those discourses constructed in supervision trialogue between student teachers, teacher educators from school and teacher educators from university? The results are based on empirical material consisting of six observations of teacher education supervision trialogues (three-way conferences) in RE and interviews with RE student teachers, RE teacher educators from upper secondary school and RE teacher educators from university, both before and after each trialogue. This empirical material is worked through and analysed using discourse analysis that mainly draws on the perspectives of Norman Fairclough. The findings give rise to an order of discourse regarding essential RE teacher knowledge. Three discourses are constructed. The dominant discourse is called “Knowing one’s subject” and refers to an RE teacher’s capacity to master the content, problematise it and both know and teach the content in an up-to-date manner. The second discourse is entitled “Knowing and meeting the pupils”. Within this discourse, it is important for a teacher in RE to be familiar with, and use, the pupils’ different pre-understandings and to communicate with the pupils in the RE classroom. The third discourse is called “Knowing oneself”. This discourse highlights the importance of being objective, reflective and being a leader. Moreover, the analysis shows that the discourses are primarily constructed as complementary in relation to one another. There seems to be a common agreement among students and teacher educators about the fact that RE teachers need to know the subject, know the pupils and know themselves. However, discursive conflicts can arise when discourses are initiated in an antagonistic manner. These RE conflicts imply neither consensus nor hegemony. Antagonistic discourses reflect aspects of dominance mainly in relation to discourses, i.e. RE teacher knowledge, but also in relation to positions.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2009_2,
title = {Ramadan i skolan},
author = {Berglund, Jenny},
year = {2009},
journal = {Ramadan},
pages = {37--53},
language = {swe},
publisher = {Lund : Argus förlag},
keywords = {ramadan; fasta; skola; education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_5,
title = {Religious Literacy in Secular Religious Education. Nordic Perspectives and Beyond},
year = {2024},
language = {eng},
publisher = {Waxmann}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2025,
title = {"Kommer du ihåg när vi var i Birmingham?": På jakt efter ämnesdidaktiken},
author = {von Brömssen, Kerstin},
year = {2025},
journal = {Tider, tankar, tro},
pages = {97--118},
language = {swe},
publisher = {Göteborg : Göteborgs universitet},
keywords = {religion; ämnesdidaktik},
abstract = {Martin Berntson på LinkedIn:Nu är den här: jubileumsboken om religionsvetenskap och teologi vid Göteborgs universitet, som denna höst firar sextioårsjubileum. Det hela började i blygsam skala med en så kallad översiktskurs hösten 1965, som anordnades av Göteborgs och Lunds universitet i nära samverkan. I boken beskrivs utvecklingen sedan dess, särskilt efter 1973 då ämnet fullt ut inlemmades vid Göteborgs universitet och bedrev en mångårig kamp för att få lov att utfärda teologie kandidatexamen, som bara Lunds och Uppsala universitet dittills hade rätt till. Bråket mellan lärosätena togs hela vägen till riksdagen. Dragkampen om examensrättigheterna nådde en slutfas då Göteborg fick rätt att utfärda teologie kandidatexamen 1994. I boken skildras både denna kamp men också andra och vardagligare händelser i ämnets utveckling. I boken medverkar personer som under åren har haft ledningsuppdrag, såsom studierektorerna Peter Schalk (också prefekt), Britt-Mari Näsström (också prefekt), Åke Sander, Kerstin von Brömssen, Lennart Thörn och de tidigare studenterna (numera doktorerna) Johanna Andersson och Lars Gårdfeldt. I boken ingår roligt nog också en tidigare otryckt avskedsföreläsning av professor Benkt-Erik Benktson. Jag har själv skrivit en exposé över religionsvetenskapens och teologins historia vid Göteborgs universitet från 1965 fram till 2009. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2010,
title = {Arkiv och bibliotek på nätet: en tillgång i religionsundervisningen},
author = {Zipernovszky, Hanna},
year = {2010},
journal = {Årsbok / Föreningen lärare i religionskunskap},
number = {42},
pages = {9--19},
language = {swe},
publisher = {Malmö : Föreningen Lärare i religionskunskap FLR},
keywords = {religionsdidaktik; rara-böcker; kyrkkaffe; kvinnors läskunnighet på 1700-talet; religion/theology},
issn = {0348-8918}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_ytterbrinkmaria_2004,
title = {The Third Gospel for the First Time: Luke within the Context of Ancient Biography},
author = {Ytterbrink, Maria},
year = {2004},
language = {eng},
publisher = {Maria Ytterbrink, Lars Hansv. 5 SE-441 37 Alingsås, SWEDEN},
abstract = {Popular Abstract in Swedish The Third Gospel for the First Time beskriver en förstagångsupplevelse av Lukasevangeliet, en uppläsning inför adressaten Teofilus vänner, vid ett tillfälle då evangeliet var nyskrivet. Den förutsätter att någon av Teofilus vänner kände till antika biografier och uppfattade Lukasevangeliet som en sådan. Dessutom hade han fått en grundläggande undervisning om den kristna läran och kände till Gamla testamentet i dess grekiska version (Septuaginta). Lukasevangeliet är den första sammanhängande berättelsen om Jesus liv som åhöraren har hört. Tolkningen av texten påverkas också av den allmänna uppfattningen av det mänskliga livet perioder och villkor. Som åhörare är han intresserad och villig att följa de instruktioner som finns underförstådda i texten. Dessa förutsättningar gör åhöraren till den bästa tänkbara för att Lukasevangeliet ska få komma till sin rätt och att evangeliets genretillhörighet ska kunna prövas. Beskrivningen av åhörarens upplevelse följer Wolfgang Isers teori omläsare och läsning av litterära texter. Den tar fasta på betydelsen av luckor och tomma utrymmen i texten. Intresset hos åhöraren ökar då något måste fyllas i för att texten ska få en mening och i mindre preciserade avsnitt kan han samla ihop tidigare intryck för att de tillsammans ska ge en ökad förståelse av texten. Kulturella koder och normer och de genrebetonade alluderingar som kan avläsas i texten kan bli bekräftade eller ifrågasatta under läsningens gång. Åhöraren antas ha hört biografier skrivna av Isokrates, Xenofon och Filon från Alexandria. Dessutom är han medveten om biografigenren utveckling i sin egen tid och bekant med dess traditioner. Då han avlyssnar Lukasevangeliet blir berättelserna om Jesus vid tolv års ålder i templet (Luk. 2), på förklaringsberget (Luk. 9), och Emmausvandringen (Luk. 24) särskilt viktiga då de innehåller betydelsefulla luckor. Han kan uppfatta många likheter med de antika biografierna men även en hel del skillnader. Olikheterna ligger främst på det författartekniska planet, där Lukasevangeliet har en mycket mer tillbakadragen berättare som inte diskuterar sina källor, som inte uppger olika versioner av berättelsen och som inte heller gör egna utvikningar bort från ämnet. Evangeliets fokus på huvudpersonen är tydlig. Jesus citeras ofta och många under finns beskrivna. Kedjan av händelser (plot) som leder fram till Jesu död är mycket tydligare i evangeliet än i de övriga biografierna och Guds plan finns med som en betydelsefull faktor. Åhöraren får en möjlighet att ifrågasätta sin tids värderingar att ett idealiskt liv skulle vara långt, full av framgångsrik aktivitet och avslutas med en fridfull död. Han kan dessutom se, genom de jämförelser han uppmuntras att göra, att Jesus som person är betydelsefullare än både personligheterna från Gamla testamentet och hjältarna från biografierna.}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_halvarsonbrittonthrse_2014,
title = {Studiebesök i religionskunskapsundervisningen: Elevers tal om islam före, under och efter ett moskébesök},
author = {Halvarson Britton, Thérèse},
year = {2014},
language = {swe},
publisher = {Karlstads universitet},
keywords = {field visit; mosque; classroom study; islam; dialogue theory; the interpretive approach; speech genres; religious education; representation; studiebesök; moské; klassrumsstudie; trosrepresentant; talgenre; en tolkande ansats; dialogteori; religionsdidaktik},
abstract = {One aim with the Swedish non-confessional religious education is to increase students’ understanding and respect for different ways of thinking and behaving. One opportunity to reflect upon other people's interpretations of life, are field visits. Many teachers and students want to make field visits but few actually do. This thesis explores educational opportunities and challenges generated by field visits as part of religious education.This is a classroom study in an upper secondary school (the students were 17 years old), during the teaching sequence about Islam where one part was a field visit to a mosque. Data were produced by classroom observations and observations from a mosque visit, students’ journal writing’s before and after the visit and student interviews. The students’ utterances about Islam are analysed using Michael Bachtin’s dialogue theory and Robert Jackson’s interpretive approach.The analysis shows that students apply a speech genre, which in this study is denoted genre of politeness. In some cases the genre of politeness affect the students such that they do not dare to ask all questions, in particular questions about Islam and gender. Another result is that students more widely apply a self-reflexive speech genre during and after the mosque visit as compared to before the visit. By self-reflexive speech is meant that the students mirror what they have met in the mosque with their own interpretations of life. The analysis also shows that the several students express critical opinions about Islam both before and after the mosque visit and the teaching sequence.The study explores educational opportunities and challenges generated by the mosque visit. Some of the themes that are discussed in the thesis are: 1) questions about representations of religion, for instance in what way “lived religion” and religion as a “philosophical ideal” can be combined, 2) the students’ different ways of reflection, 3) how do students relate and rely on the faith representative’s utterances, and 4) how students formulate questions to the faith representative.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2015,
title = {Shifting borders in religious education in Estonia},
author = {Schihalejev, Olga},
year = {2015},
journal = {Crossings and Crosses},
pages = {85--104},
language = {eng},
publisher = {Boston / Berlin : Walter de Gruyter},
keywords = {östersjö- och östeuropaforskning; baltic and east european studies; historical studies; historiska studier},
abstract = {In religious education we can distinguish between different models what resemble also countries’ geo-political, religious and educational tradition. Estonia situates in the crossroads of east and west and its turbulent history has influenced also its religious education (RE). During last hundred years political and religious landscape of the country has altered, also RE in schools has undergone several cataclysms. How could RE in today’s Estonia be classified?The article explores the historical developments in religious landscape of Estonia by outlining its most significant changes in last hundred years and focusing more on religious outlook of Estonian people today. The fourth wave of European Values Study (2008-2009) provides comparative data for Nordic countries (Finland, Sweden, Norway), Estonia and its neighbours with shared past from south and east (Russia, Latvia and Lithuania).Estonian tradition of RE will be explored in its historical context. Then the changes in the concepts, aims and contents of RE during the last 23 years will be investigated by analysing RE syllabi of 1997 and 2010 and changes in the legislation. The results answer the question, is there shift from post-socialist model of RE to Nordic one in Estonian RE?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2011,
title = {Samhällsorienterande undervisning med religionskunskap i fokus},
author = {Liljefors Persson, Bodil},
year = {2011},
journal = {Utbildningsvetenskap för grundskolans tidiga år},
pages = {235--254},
language = {swe},
publisher = {: Natur & Kultur},
keywords = {samhällsorienterande undervisning; religionskunskap; samhällskunskap; geografi; tematisk undervisning; ämnesdidaktik; religionsdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gudmundssondavid_2024,
title = {Niklas Antonsson: För samhällets bestånd och Guds rikes förkovran. Prästerskapets undervisning kring hushåll, barn och äktenskap i svenska postillor 1686–1770},
author = {Gudmundsson, David},
year = {2024},
journal = {Kyrkohistorisk årsskrift},
number = {124},
pages = {6--6},
language = {swe},
publisher = {: Svenska kyrkohistoriska föreningen},
issn = {0085-2619}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_1,
title = {Religionskunskapsämnet i fokus: sekularitet och mångfald},
author = {Flensner, Karin K},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {89--102},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap, FLR},
keywords = {religion; religionsfrihet; offentligheten; sekularisering; skola; sverige; educational science}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_gunnarssongunnarj_2009,
title = {Livet tillfrågas: teoretiska förutsättningar för en livsfrågeorienterad religionsundervisning},
author = {Gunnarsson, Gunnar J. and Grönlien Zetterqvist, Kirsten and Hartman, Sven},
year = {2009},
language = {swe},
publisher = {Stockholms universitet},
keywords = {religionsundervisning; religionspedagogik; religionsfilosofi; livsfrågor}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjgrendavid_2014,
title = {Kyrkstaden Fatmomakke i historisk belysning: Platsens betydelse och dess andliga, politiska och kulturella verksamhetsformer från 1700-talets slut till 1900-talets mitt},
author = {Sjögren, David},
year = {2014},
journal = {Kyrkliga strukturer och platsbundna kulturer},
pages = {88--142},
language = {swe},
publisher = {Umeå : Skrifter från Luleå stiftshistoriska sällskap},
keywords = {church history; kyrkohistoria}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_5,
title = {Etikdidaktik. Grundbok om etikundervisning i teori och praktik},
author = {Franck, Olof and Löfstedt, Malin},
year = {2015},
language = {swe},
publisher = {Studentlitteratur},
keywords = {etikdidaktik},
abstract = {Varför ska man studera etik i skolan och hur kan en god etikundervisning utvecklas tillsammans med elever? Vilka frågor är viktiga att belysa och samtala om i undervisningen? Och hur kan man tänka om styrdokumentens centrala innehåll och kunskapskrav: vad är det för bilder av etik och moral som speglas i dem? Kan man över huvud taget sätta betyg på ”kunskaper om etik”? I denna både teoretiska och praktiknära bok presenterar författarna tolkningar av kurs- och ämnesplanernas skrivningar om etik i grundskolan och gymnasieskolan och sätter in dessa i ett samtida och historiskt sammanhang. De låter styrdokumentens centrala innehåll och kunskapskrav bli föremål för kritisk reflektion och analys. Konstruktiva perspektiv på hur en god etikundervisning kan förankras i dessa styrdokument utvecklas. Etikdidaktik. Grundbok om etikundervisning i teori och praktik är tänkt att användas i lärarutbildning och som fortbildningslitteratur för redan verksamma lärare.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_5,
title = {Att vänta i ett allvar - om existens, mening och berättande},
author = {Franck, Olof},
year = {2020},
journal = {Religion och livsfrågor},
volume = {2},
pages = {4--6},
language = {swe},
keywords = {narrativ; existens; mening; värde},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_6,
title = {Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School},
author = {Franck, Olof and Lilja, Annika},
year = {2018},
journal = {Ristiniemi, J., Skeie, G. & Sporre, K. (Eds.): Challenging Life: Existential Questions as a Resource for Education, Religious Diversity and Education in Europe, Vol. 37},
pages = {247--260},
language = {eng},
publisher = {Münster : Waxmann},
keywords = {ethical competence ethics education democatic education},
issn = {1862-9547}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_6,
title = {Challenging the concept of ethical literacy for sustainable development (ESD): Storytelling as a method within sustainability didactics},
author = {Franck, Olof and Osbeck, Christina},
year = {2015},
journal = {8th WEEC World Environmental Education Congress, Planet and People - how can they develop together?, Gothenburg 29th 0f June - 2nd of July http://weec2015.org/programme-2/abstract-database/},
language = {eng},
keywords = {esd; literacy; story telling},
abstract = {Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics Introduction: Ethical literacy seems, within ESD, to be used in various ways, some more general, others morally specific, pressing individuals´ responsibility. The aim of this paper is to analyze the presuppositions for developing narrative methods which focus the vision of a good society without compromising with individual integrity. Objectives: ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? Methods: This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity. Results: The examination highlights narrative structures and ethically relevant contents which may contribute to new strategies for the development of holistic and integrative narrative methods, forming approaches for sustainability didactics. Conclusion: There is a need for further research regarding the analysis of the frequent references of "ethics" and "ethical dimensions" within ESD-related contexts, and one highly relevant and constructive area for this research concerns narrative methods related to sustainability didactics.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_7,
title = {Challenging the concept of ethical literacy in Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics},
author = {Franck, Olof and Osbeck, Christina},
year = {2015},
journal = {Abstract book, NERA Gothenburg 2015-03-04 - 2015-03-06},
language = {eng},
abstract = {ESD highlights teaching and learning related to environmental, economic and social dimensions where value issues and ethics are discussed in relation to global challenges of various kinds. Often, however, the ethical themes seem to be polarized between two extremes: either holistic expressions in general terms of “responsibility”, or morally pressing and pushing expressions of responsibility of individuals as citizens of the society - and the world. In the former case, no one specific person seems to be addressed, in the second each one of us is called for action. In neither case the concept of sustainability is problematized with regard to the variation of interpretations that express different agendas. Both extremes seem further to presuppose that ethics primarily has to do with moral judgments of right and wrong, rather than elaborating the concept of a good society and a good world. Moreover, while, according to the first extreme, no individual person seems to be called to do anything specific with regard to the striving for a socially sustainable world, the second seems to express demands of individuals´ action of competence and responsibility for making the world a better place for humans generally. Are there possibilities for the development of ESD which highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demand of action competence which is claimed to shape the way to make social sustainability come true? This paper examines critically and constructively, with reference to narrative theory, as well as to communitarian approaches, storytelling as one method to inspire young people to reflect upon what a good society and a good world may be, to catch sight of visions of a sustainable world and of challenges which exist between “now” and “then” – a method that, at the same time, may preserve respect for individuals´ integrity.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_6,
title = {Ethical Competence As Displayed in Nordic Policy Documents, Contribution to Symposium: Osbeck, C., Sporre, K., Franck, O., Lilja, A. & Tykesson, J. (2016) What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school. Symposium: Diskutant R. Thornberg. NERA Helsinki 9th – 11th of March 2016, Social Justice, Equality and Solidarity in Education.},
author = {Franck, Olof},
year = {2016},
journal = {http://blogs.helsinki.fi/nera-2016/files/2014/09/Abstracts_NERA2016.pdf},
language = {eng},
keywords = {ethical competence; policy documents}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_7,
title = {Learning from the haunted Other: Young voices exploring experiences of vices with regard to present day conceptions of virtues.},
author = {Franck, Olof},
year = {2018},
journal = {48th Annual conference: PESA (Philosophy of Education Society of Australasia), Rotorua, New Zealand 7 -11 December 2018},
language = {eng},
keywords = {etikundervisning; narrativ etik; skönlitteratur; nussbaum}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015,
title = {Statlig styring og folkelig engasjement: religion og skole mellom det globale og det lokale},
author = {Skeie, Geir},
year = {2015},
journal = {Levende religion},
pages = {232--249},
language = {nor},
publisher = {Stavanger : Hertervig Akademisk},
keywords = {subject learning and teaching; ämnesdidaktik}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlinb_1999,
title = {Utvärdering av skolan 1998 avseende läroplanernas mål (US98). Den medborgerligt-moraliska aspekten av SO-undervisningen i grundskolan och gymnasieskolan},
author = {Dahlin, B. and Kåräng, G. and Osbeck, Christina},
year = {1999},
language = {swe},
publisher = {Skolverket},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2007,
title = {From Theory to Practice. The Choice of Content in the Teaching of Religion among Less Experienced Teachers.},
author = {Lindskog, Annika},
year = {2007},
journal = {Konferensen Religion on the borders, Södertörn.},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2008,
title = {Religionskunskap.nu},
year = {2008},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap (FLR)},
keywords = {föreningen lärare i religionskunskap; religionsdidaktik; aktuella samhällsfrågor; religionsundervisning; ikt; trädgårdskonst; interkulturell undervisning; ashura},
abstract = {Vi är i början av november -08 och den amerikanska valkampanjen har precis avslutats. Valet är på många sätt historiskt. USA har nu fått sin första färgade president, Barack Obama. Under denna liksom under tidigare valkampanjer har flera analyserat det faktum att de amerikanska presidentkandidaterna allt som oftast avslutar sina tal med orden “God bless America!”. Hur kan religionen ges ett så stort utrymme, undrar vissa? Vilka mekanismer är det man flirtar med i ett samhälle när religiösa uttryck som dessa används för att ge tyngd och legitimitet åt den politiska diskussionen? Den här diskussionen är naturligtvis en del av hur man som religionskunskapslärare kan närma sig religionsundervisningen idag. Några verksamma religionskunskapslärare har här bidragit med sju artiklar som bildar underlaget för denna årsbok och här finns mycket tänkvärt och matnyttigt att ta del av. Här samsas reflektioner kring hur kristendomen framträder i Selma Lagerlöfs författarskap med tankar kring IKT i undervisningen, där bland annat olika datorspel presenteras som har testats bland både lärarstudenter och skolelever. I en artikel, baserad på intervjuer med gymnasieelever, kastas vi in i muslimska unga kvinnors deltagande i den muslimska högtiden ashura, vilket känns mycket spännande. Här finns också en artikel som bygger på enkäter med verksamma religionskunskapslärare som handlar om hur dessa resonerade kring religionsundervisning dels som studenter, dels efter ett par år i yrket. En ovanlig och tvärvetenskaplig infallsvinkel erbjuds i en artikel där ett “trädgårdshistoriskt” perspektiv möter samtidens religionspedagogik och religionsmöten. I ytterligare en artikel diskuteras frågan om det bör ställas specifika etiska krav på den som undervisar i religion. Slutligen avslutas årsboken med en längre essä om interkulturell dialog och religionsundervisningens lämplighet och betydelse för att bidra till respekt och ökad förståelse.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_7,
title = {Att finna vägar till att forma det goda - dygdetik som existentiell-moralisk metodologi},
author = {Franck, Olof},
year = {2016},
journal = {Franck, O., Osbeck, C. & von Brömssen, K: Religioner, livsåskådningar och etik. För lärare i årskurs 4 - 6. Malmö: Gleerups},
pages = {261--274},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {det goda; dygdetik; etikdidaktik; demokratisk undervisning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_4,
title = {Religionspädagogik in einer mediatisierten Welt},
year = {2017},
language = {ger},
publisher = {W. Kohlhammer GmbH},
keywords = {religionsundervisning; digitala medier; religious education},
abstract = {Digitalisierungs- und mediatisierungsprozesse in Religionsunterricht fordern die Religionspädagogik heraus ihr Verhältnis durch Medien bestimmten Umwelt zu bestimmen. Hierzu beleuchtet dieser Band die Bedeutung von Medien für theologische Einzeldisziplinen und stellt aktuelle didaktische Ansätze vor. Als Ergebnis einer deutsch-schwedischen Lehr- und Forschungskooperation setzt das Buch ein Plädoyer für ein erweitertes Bildungsverständnis.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2013,
title = {Trialogue in Swedish RE teacher education},
author = {Deborg, David},
year = {2013},
journal = {NCRE 2013 : Religious education in post-secular (?) societies},
language = {eng},
keywords = {re teacher; upper secondary school; sweden; knowledge construction},
abstract = {The aim of the study is to explore what is constructed as key knowledge, essential for an Upper Secondary school RE teacher, in Swedish RE teacher education and to analyze how this knowledge is constructed. This paper sets out to give an overview of the project and discuss some initial results from a pilot study based on one observation of a three-way meeting and interviews with the participants both before and after the trialogue.Swedish Upper Secondary school teacher education is conducted in what can be considered as two different social practices, one being the academic courses at university and the other the in-school training at the partner schools. Accordingly, the teacher students are educated in two educational contexts -the “theoretical” social practice of university and the “practical” social practice of school. The outline sketched above is why this research project sets out not to investigate the regular education in RE teacher education through lectures, seminars etc., the dialogue between teacher student and their teachers respectively, but instead the trialogue between RE teacher student, RE Upper Secondary school teacher and mentor, and the RE university professor. The three-way meeting described is beingundertaken when the teacher student carries out in-school training and the academic professor, the student and the mentor meet for a trialogue concerning the development of the teacher student. In conclusion, the main aim of this paper is to present my PhD student research project, with a focus on initial results from a pilot study.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018,
title = {German Student Teachers in Protestant RE in Conversation with Student Teachers in Non-Confessional RE in Sweden},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Are you READY?},
pages = {62--64},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; germany; sweden; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_1,
title = {Giving a Voice to Student Teachers on the Concept of Diversity},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Are you READY?},
pages = {59--61},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education; schools; europe; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_2,
title = {Insights of the READY Project},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Are you READY?},
pages = {94--114},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religion; education; europe; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2017_1,
title = {Socio-spatial theories: a short introduction},
author = {von Brömssen, Kerstin},
year = {2017},
journal = {Location, Space and Place in Education},
pages = {15--19},
language = {eng},
publisher = {Münster, Germany : Waxmann Verlag},
keywords = {religious education; location; space; place; educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2016,
title = {Nation and religion in religious education: between conflict and harmony},
author = {Skeie, Geir},
year = {2016},
language = {eng},
abstract = {Based on empirical study of the memory material after the terrorist attacks in Norway 2011, this paper discusses how religion and nation is intertwined in popular expressions of values like democracy, openness and tolerance. Such values were prominent in the aftermath of 22. July and seemed to express a strong unity between government and people. Here religion plays a 67 complex role. The perpetrator saw his mission as defending the Christian religion and national heritage, particularly against Islam. Immediately after the attack, Muslims were blamed for carrying it out, before the majority background of Anders B. Breivik was known. In memory messages, religion often merged with national and societal values. Encountering this material, future religious education can play a critical and also constructive role by investigating and challenging the past and present role of religion in society.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_3,
title = {READY: Insights and analysis of aspects of religious education in European contexts},
author = {von Brömssen, Kerstin},
year = {2018},
language = {eng},
keywords = {educational science},
abstract = {This document constitutes one of the intellectual outputs (IO5) of the Erasmus+ project Religious Education and Diversity (READY): Sharing experiences of and approaches to teacher education in the context of "Education and Training 2020." This paper summarizes, structures and analysis the READY material. It deals with student teachers' and teacher trainers' reflections on study visits, on student teachers' lesson planning and teaching,reflection papers, the produced DVDs and several other papers that are available on the READY website. See: http://www.readyproject.eu/}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2025,
title = {Religionskunskap: Med en särskild blick på kristendomen och dess traditioner},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2025},
journal = {De gymnasiegemensamma ämnenas didaktik},
pages = {137--152},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {utbildningsvetenskapliga studier; studies in the educational sciences}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2011_1,
title = {Religionskunskap: Ett kontroversiellt ämne},
author = {Svensson, Jonas},
year = {2011},
journal = {Grundskoletidningen},
volume = {3},
pages = {6--12},
language = {swe},
publisher = {Solna : Fortbildningsförlaget},
keywords = {lgr11 religionskunskap; religion/theology; study of religions},
issn = {1652-7844}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2024,
title = {Religious Education for Sustainable Social Development: Exploring, experiencing and engaging South African and Swedish stakeholder voice},
author = {von Brömssen, Kerstin and Klintborg, Caroline and Flensner, Karin K},
year = {2024},
language = {eng},
keywords = {social sustainability; religion education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2001,
title = {Towards an ontological understanding of teaching},
author = {Bengtsson, Jan},
year = {2001},
journal = {Nordisk Pedagogik},
volume = {3},
number = {20},
pages = {134--148},
language = {eng},
keywords = {undervisning; definitioner; livsvärld}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_thidevallsven_1997,
title = {Döp och lär. De nya doppastoralerna i Stockholms stift.},
author = {Thidevall, Sven},
year = {1997},
language = {eng},
publisher = {Stockholms stift, Stockholm},
keywords = {dop; doppastoral; gudstjänst; undervisning; traditionsförmedling; kristendomsundervisning; nationalism; mångreligiöst samhälle; church history; kyrkohistoria; church studies; kyrkovetenskap},
abstract = {Undersökningens teman kan sammanfattas på följande sätt: 1) Dopets förändringar under den moderna epoken. 2) Dopet som bekräftande rit. Länkar i en dopkedja: Förberedelse; Dopfest; Efterfirning; Vems ansvar är dopet? 3) Alla folk: Religion som etnisk mar}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2013_1,
title = {Resumé av Nordic Conference of Religious Education (NCRE)},
author = {Deborg, David},
year = {2013},
language = {swe}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2019_1,
title = {"Man ska vara sig själv": En bok om ungdomar, tro och delaktighet},
year = {2019},
language = {swe},
publisher = {Marcus förlag},
keywords = {ungdom; delaktighet; gudstjänst; education; praktisk teologi med religionsbeteendevetenskap},
abstract = {Hur man ska förstå ”dagens ungdom” tycks vara en evig och olöslig gåta för de lite äldre. Det gäller också vår tid: Undersökningar visar att dagens unga har andra värderingar än sina föräldrar, och att de oroar sig för andra saker. Dessutom formas deras liv av ny teknologi och ständigt föränderliga sociala plattformar.Men hur är det med de eviga frågorna: hur relaterar unga till religion, andlighet och församlingsliv? I denna unika volym kombineras sociologiska data med kulturanalys och teologiska reflexioner. Några av Skandinaviens mest kompetenta forskare och teologer ger oss en inblick i pågående projekt som rör unga i gudstjänsten, lovsång, bibelläsning, konfirmandarbete och barns möte med kristen tro. Detta är omistlig läsning för alla som arbetar eller lever med unga människor. Boken är dessutom ett bidrag till en bredare förståelse av religionens plats i ett pluralistiskt samhälle.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2016,
title = {Thomas H. Groome, Kommer det att finnas tro? En ny vision för undervisning och växande tro},
author = {Gustavsson, Caroline},
year = {2016},
journal = {Svenskt gudstjänstliv},
number = {91},
pages = {224--228},
language = {swe},
keywords = {education},
issn = {0280-9133}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2015,
title = {In search of human dignity: essays in theology, ethics and education},
author = {Sporre, Karin},
year = {2015},
language = {eng},
publisher = {Waxmann Verlag},
keywords = {human dignity; gender; education; theology},
abstract = {Our human dignity can be taken from us in unjust relationship, which makes resistance and search for dignity necessary. This search can take place in different ways - in this book through academic studies in theology, ethics and education. Human dignity relates to human rights, which are also explored here; moreover, perspectives from gender and postcolonial theory inform the studies. The reflection on human dignity ends in a discusssion of education, making the book a resource in addressing contemporary value issues in education. This collection of lectures, articles and papers covers a certain time period. In the texts particular themes recur, which contributes to continuity and coherence. The focus of more recently written chapters takes the discussion in new directions.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_arsovskislobodan_2021,
title = {Universities, the categorical imperative and responsible research},
author = {Arsovski, Slobodan and Dymitrow, Mirek and Brauer, Rene},
year = {2021},
journal = {Book of Abstracts 19th STS Conference Graz 2021,Critical Issues in Science, Technology and Society Studies, Graz, Austria,3–5 May 2021},
language = {eng},
keywords = {sociology of science; universities; research impact; categorical imperative; responsible research and innovation; pedagogics and educational sciences; pedagogik och utbildningsvetenskap; kultursociologi; cultural sociology},
abstract = {Universities, as Western cultural institutions, can look back on a long development spanning several centuries. In terms of cultural significance, this puts them into the same league as the church, the state or major banks, to mention but a few. In our modern world of increased globalization and digitalization, universities are tasked with educating an ever-growing number of students. Inadvertently, this also leads to an inflation of the value of academic degrees, let alone to mention the actual quality of the skills that are being taught to students. Governments and other stakeholders are increasingly becoming interested in responsible research and innovation practices. This presentation looks into the consequences of the so called “impact agenda” and what it signifies for the trustworthiness of scientific knowledge. We understand the impact agenda to be the push to evaluate the quality of research based on its outcome (end), compared to its rigor (mean). Departing primarily from research conducted at European universities, we contend that reducing the role of the university to that of mere impact facilitation, accreditation and skills acquisition for its students, may prove detrimental to the respect for the university as an institution. Not only are universities running the risk of underappreciating what they do, but they are also fueling a greater division of society in which the citizenry is trained to use highly sophisticated conceptual tools without being provided the complex understanding needed to wield it competently egged on by research chasing an ever elusive ‘impact’. We argue that the society-wide increase of polarization – fueled by such a dynamic – will increase unless the universities actively acknowledge and embrace their role as shapers and stewards of Western culture. Within our analysis, we discuss the emergent ‘impact or starve’ paradigm to explain why such transgression of the categorical imperative are normalized and not widely publicized and problematized. We reflect both on the individual and collective consequences for knowledge production. Specifically, we draw attention to the unintended consequences that arise when the external value hierarchy of society rewards such an end focused assessment structure in terms of student numbers, research funds, and prestige, which supposedly justifies such ends. Inadvertently, such development ossifies contemporary values in the long term, and devalues the contribution of universities to the development of ideas.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2016,
title = {Svenska undervisningsinsatser och samiska reaktioner på 1600- och 1700-talen},
author = {Lindmark, Daniel},
year = {2016},
journal = {De historiska relationerna mellan Svenska kyrkan och samerna},
pages = {341--369},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2015,
title = {"Konflikterna i Mellanöstern syns allt tydligare i svensk skola"},
author = {Larsson, Göran},
year = {2015},
journal = {Religion & Livsfrågor},
volume = {2},
pages = {8--10},
language = {swe},
keywords = {mellanöstern; konflikter; syrien; irak; is; isis; islam; undervisning; svensk skola},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2015,
title = {The Religious Element in Educational History: Research Traditions and Broad Perspectives},
author = {Lindmark, Daniel},
year = {2015},
journal = {IJHE Bildungsgeschichte},
volume = {2},
number = {5},
pages = {221--223},
language = {eng},
publisher = {: Verlag Julius Klinkhardt},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education},
issn = {2192-4295}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1994_1,
title = {"Från Lilla katekesen till Stora boken": Installationsföreläsning},
author = {Selander, Sven-Åke},
year = {1994},
journal = {Svensk Teologisk Kvartalskrift},
volume = {1},
number = {70},
pages = {25--34},
language = {swe},
publisher = {: Svensk teologisk kvartalsskrift},
abstract = {Teologin och pedagogiken hör ihop. I följande artikel visas likheter och olikheter mellan katekestraditionen och de nutida böckerna från Svenska kyrkan. Dessa didaktiskt-metodiska program innebär ett systemskifte i kyrkans undervisning, menar författaren, som sedan 1992 är professor i kyrko- och samfundsvetenskap vid Lunds universitet. Artikeln är en utvidgning av Selanders installationsföreläsning.},
issn = {0039-6761}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fornbergtord_1997,
title = {Matteus och hans läsare: Några exempel från tolkningshistorien},
author = {Fornberg, Tord},
year = {1997},
journal = {Matteus och hans läsare - förr och nu},
pages = {25--39},
language = {swe},
publisher = {Lund : Teologiska institutionen, Lunds universitet},
abstract = {Efter en kort inledning om bibeltexters betydelse i kyrkans historia fokuseras några speciella områden, där läsningen av texter ur Matteus-evangeliet spelat en viktig roll, för kyrkans etiska undervisning, för den framväxande hierarkin, inte minst för påv}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2021,
title = {Moral Taste and Moral Education: An Interview Study},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2021},
journal = {Abstract Book 23rd Annual International Conference on Education},
pages = {46},
language = {swe},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {moral education; ethics education; moral psychology; moral foundations theory.},
abstract = {In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory people, in general, have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt (2012, 2013), has described these receptors as pairs, for example: care/harm, justice/cheating, loyalty/betrayal, authority/subversion, holiness/degradation, and liberty/oppression. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context (Graham, Haidt & RimmKaufman 2008). Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils‘ moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were partly based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed in order to determine the participants‘ moral taste, and the participants were asked to elaborate their answers (Graham, Haidt & Nosek, 2008). The results of our study indicate that the participants tended to favour care and justice over loyalty, authority and holiness. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society… these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we will analyze the interviews with the RE teachers and critically discuss the consequences the moral foundations theory have for moral education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wickstrmjohan_2023,
title = {Varning för falska profeter},
author = {Wickström, Johan},
year = {2023},
journal = {Clarté: partipolitiskt obunden socialistisk tidskrift},
volume = {2},
pages = {47--50},
language = {swe},
publisher = {Stockholm : Svenska Clartéförbundet},
keywords = {religion; religionsdebatt; religionsstudium},
abstract = {Samtalet om religionen har kidnappats av mystiker. I den dunkla retoriken gömmer sig faror för arbetarrörelsen. (Ingress)}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2025,
title = {Religion och vetenskap: ämnesförståelse och undervisningsdesign},
author = {Wallenstein, Frederik},
year = {2025},
journal = {Undervisa i religionskunskap},
pages = {189--211},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgfdgustavssoncaroline_2023_1,
title = {Leitbegriffe für einen Religionsunterricht in Kooperation. Impulse aus dem internationalen Kontext},
author = {Klintborg (f.d. Gustavsson), Caroline and Rothgangel, Martin},
year = {2023},
journal = {Konfessionell – kooperativ – interreligiös},
pages = {49--69},
language = {ger},
publisher = {Wien : LIT Verlag},
keywords = {existential configuration; worldview; life orientation; education},
abstract = {Das Ziel dieses Beitrags besteht darin, Grenzen und Potenziale aktueller konzeptioneller Leitbegriffe aus dem internationalen religionspädagogischen Diskurs zu reflektieren, welche auch für die Kooperation des Religionsunterrichts mit Alternativfächern wie dem Philosophie- und Ethikunterricht geeignet sind. In diesem Zusammenhang werden drei Leitbegriffe im Zentrum stehen, die einen interessanten Ausgangspunkt für diese Diskussion bilden: worldview, life orientation und existential configurations. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022,
title = {Teologisk utbildning},
year = {2022},
language = {swe},
publisher = {Umeå universitet},
keywords = {kyrkovetenskap; church studies},
abstract = {I föreliggande volym av Studia Theologica Practica Umensia behandlas temat ”teologisk utbildning” utifrån olika infallsvinklar och metoder. Martin Berntson bidrar med en historisk undersökning om ämnesområdet ”Kristendomens historia” och dess plats i Svenska kyrkans prästutbildning (artikel 1). Marie Rosenius analyserar två biskopsbrev med fokus på implicita ecklesiologier i synen på uppdraget som präst och dess konsekvenser för teologisk utbildning (artikel 2). Bernice Sundkvist behandlar teologiutbildningen i Åbo utifrån tematiken ”teologi i ett gränsland” (artikel 3). David Davage diskuterar exegetisk undervisning med utgångspunkt i vad som benämns ”ett ’döende’ testamente” (artikel 4). I antologins inledning behandlar Thomas Girmalm temat teologisk utbildning i förhållande till 2007 års högskolereform (inledning).}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_borgehammarstephan_2021,
title = {Liturgical Representations of Saint Birgitta: The Versified Offices by Birgerus Gregorii and Nicolaus Hermanni},
author = {Borgehammar, Stephan},
year = {2021},
journal = {Swedish Students at the University of Paris in the Middle Ages, I},
volume = {1},
number = {28},
pages = {620--647},
language = {eng},
publisher = {Stockholm : Sällskapet Runica et Mediaevalia},
abstract = {Slutsatsen av denna undersökning är att Birger Gregersson has skrivit ett skickligt utformat, något pompöst officium som förmedlar en bild av Birgitta som ett helt och hållet universellt helgon och samtidigt en utsökt prydnad för sitt eget land. Nils Hermansson har å sin sida givit oss en Birgitta som i sitt liv och sin undervisning är en trogen dotter till Jungfru Maria och en kyrkolärare. Nils Hermansson avsåg möjligen att hans officium skulle användas inom birgittinorden medan Birger Gregersson skrev sitt för allmänt bruk i Sverige. I praktiken kom de att användas i olika stift i Norden och deras beståndsdelar kom ofta att blandas. I vilken mån de båda författarna hade glädje av sin utbildning vid universitetet i Paris när de skrev sina officier förblir en öppen fråga.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundstrmmarkus_2025,
title = {Lewi Pethrus och radikalnationalismen},
author = {Lundström, Markus and Poletti Lundström, Tomas},
year = {2025},
journal = {Personhistorisk Tidskrift},
volume = {2},
number = {121},
pages = {99--180},
language = {swe},
publisher = {: Personhistoriska samfundet},
abstract = {Lewi Pethrus (1884–1974) var en av grundarna till den svenska pingströrelsen. Som pastor för Sveriges första och största pingstförsamling fungerade Pethrus som pingströrelsens ledare från seklets början fram till sin död. Han drev teologiska tidskrifter och bokförlaget Filadelfia, var ansvarig utgivare för rörelsens huvudorgan Evangelii Härold och 1945 lanserade han tidningen Dagen. Pethrus författarskap sträcker sig över sex decennier och innefattar ett femtiotal böcker samt en lång rad ledartexter och tidningsartiklar. Hans väckelsekristna arbete utmynnade i ett politiskt engagemang som 1964 kulminerade i grundandet av partiet Kristen Demokratisk Samling. Denna artikel kastar nytt ljus över Pethrus politiska arbete genom en historisk undersökning av hans förhållande till den svenska radikalnationalismen. Studien bygger på hans publicerade texter samt opublicerat källmaterial från personarkivet i form av predikomanus och brevkorrespondens. Undersökningen omfattar även arkiv från Kristen Demokratisk Samling, Filadelfiaförsamlingen, Tyska legationen i Stockholm, Säkerhetspolisen (SÄPO) med föregångare, radikalnationalistiska arkivsamlingar samt nationalsocialistisk korrespondens vid Das Bundesarchiv och Politisches Archiv des Auswärtigen Amtes i Berlin. Studien inbegriper även audiovisuellt material från SVT:s arkiv samt mikrofilmade tidningar och tidskrifter vid Kungliga biblioteket.Sammantaget visar det historiska källmaterialet att Lewi Pethrus under hela sitt verksamma liv uttryckte antisemitiska föreställningar om illvillig judisk makt. Föreställningarna integrerades i en dispensationalistisk eskatologi, läran om världshistoriens slutskede där judarnas lidande och repatriering spelade en nyckelroll. I undervisningen kombinerades Pethrus antisemitism med kristen antijudaism, föreställningen att judarna måste straffas eftersom de förkastat Messias. Fram till 1950-talet predikade han om Novemberpogromerna och Förintelsen som Guds straff över judarna.Lewi Pethrus antisemitiska uttryck följde den svenska radikalnationalismens idéutveckling under 1900-talet, från öppna anklagelser om judisk makt till ett terminologiskt kodspråk. Arkivstudien visar att Pethrus läste och refererade till antisemitisk litteratur samt korresponderade med Sveriges ledande radikalnationalister från mellankrigstiden och livet ut. Dessa personliga och organisatoriska kontaktnät manifesterades genom inbjudningar, publicistiskt stöd, politiskt samarbete och val av nationalsocialistiska medarbetare. Slutsatsen är att Lewi Pethrus bidrog till den svenska radikalnationalismens idémässiga och organisatoriska utveckling genom sitt samarbete med organiserade nationalsocialister och sin undervisning om judarnas fientliga makt och självförvållande lidande under Förintelsen.},
issn = {0031-5699}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wirnjakob_2018,
title = {På bägge sidor om Åreskutan: Undervisningens utmaning i Norska och Svenska kyrkan},
author = {Wirén, Jakob},
year = {2018},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
number = {94},
pages = {81--96},
language = {swe},
publisher = {: Svensk teologisk kvartalsskrift},
abstract = {This article explores Christian education and learning in the Church of Sweden and the Church of Norway today. Given the impact of major changes in society and in school curricula over the last fifty years, the conditions of this work are changing. What major challenges are identified today? How have these two churches responded to the new circumstances? The Church of Norway has developed a systematic programme for education and learning in all congregations. What is the rationale behind this approach and to what extent does it resonate with the challenges in the Church of Sweden? The author argues that so far, the Church of Sweden has not responded strategically and systematically to a situation where the schools are no longer responsible for the teaching of Christian faith. Even though the Church of Norway's programme is developed from specific conditions and in a certain context, there may be lessons to be learnt for other churches, such as the Church of Sweden. In the concluding part of the article, thesealleged lessons are reflected on theologically and pedagogically.},
issn = {0039-6761}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_3,
title = {Facing religious ethical claims in post-secular ethics education: challenges and contributions, Symposium on Religion & Education in liberal democracies: balancing fundamental rights and freedoms, Nordic Conference of Religious Education (NCRE), NTNU, Trondheim 11 - 14 June 2019.},
author = {Franck, Olof},
year = {2019},
journal = {Conference Program, NCRE 2019, https://www.ntnu.edu/ncre2019/program},
language = {eng},
keywords = {religious education; post-secularity; multiculturalism},
abstract = {In this presentation I examine the prerequisites for carrying out critical analyses of religious ethical claims within religious education. It seems that this question in certain secular school-contexts is somewhat infected by fear, or at least uncertainty, regarding how to highlight and analyse positionings for and against various issues on, for example, gender and sexual rights in a multicultural, multireligious classroom, where democratic values should be imparted, while at the same time the right for anyone to hold and to defend beliefs in freedom, ought to be respected. Certainly, democratic values could be challenged not only from religious positionings, but what seems interesting is that there seems to be room for teachers hesitating when it comes to choosing strategies where ethical views are argued on religious grounds. The discourse highlighted here is non-confessional education, where religions are studied with the aim that students may develop knowledge about beliefs, ethics and life-views, without the intention to decide which truth- or ethical claims could be justified. So: how to handle this intention when religious positions that may seem to conflict with democratic values, are claimed to, perhaps exclusively, represent Truth and Moral Righteousness? I will discuss this question by first connecting the context to some critical arguments on identity politics as these have been presented in Swedish debate. Secondly, I am going to propose some critical arguments against the “safe-space-approaches” which have been defended in various texts on religious education. Thirdly, I will elaborate on how an agonistic approach to religious education on issues where democratic values seem to be challenged on religious grounds could be developed.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2022_1,
title = {Religious Literacy in Non-Confessional Religious Education and Religious Studies in Sweden},
author = {Enstedt, Daniel},
year = {2022},
journal = {Nordidactica},
volume = {2022},
number = {12},
pages = {27--48},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious literacy; curriculum studies; religious education; lived religion; critical religion; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {The guidelines for religious literacy of the American Academy of Religion (AAR) argue for a generic understanding of religion as internally diverse, historically dynamic, and embedded in cultures. However, analysis reveals that religious education curriculums in Sweden tend to emphasise religious literacy as a means to diminish prejudice and conflict. Religious education (RE) is seen as giving students the ability to live in an increasingly multi-religious and multi-cultural world. In this paper I argue that fostering religious literacy at all levels of education requires curriculums that include the central elements of the AAR guidelines and adopt a more critical stance towards the concepts ‘world religion’ and ‘religion’. I question the place of ‘ethics’ in RE and religious studies, especially as ethical models, since this blurs the boundaries between religious and moral education. Ethical models are better suited to the upper secondary school courses in philosophy. The idea of progression from the concrete to the abstract elements of religion must also be challenged. To be able to achieve the goals stipulated in the curriculums, and to avoid reproducing wrong understandings of religiosity, the school subject RE should be more closely embedded in contemporary research.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jansontorsten_2018,
title = {Islamic Children's Literature: Informal Religious Education in Diaspora},
author = {Janson, Torsten},
year = {2018},
journal = {Handbook of Islamic Education},
pages = {33--33},
language = {eng},
publisher = {: Springer}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2024_1,
title = {Erfarenheter av komplementär islamundervisning},
author = {Berglund, Jenny},
year = {2024},
journal = {Lisetten},
volume = {1},
pages = {24--27},
language = {swe},
keywords = {islam; arabiska; koranundervisning; utbildningsvetenskap med inriktning mot språk och språkutveckling; education in languages and language development},
issn = {1101-5128}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2018,
title = {Researching Selective Traditions in Religious Education in Swedish Middle School. Delayed Meetings with “the World”, its Religions, and Existential Dimensions.},
author = {Osbeck, Christina},
year = {2018},
journal = {In F. Schweitzer & R. Boschki (Eds.). Researching Religious Education: Classroom Processes and Outcomes.},
pages = {73--88},
language = {eng},
publisher = {Münster : Waxmann},
keywords = {education; classroom processes; religion; religionsdidaktik; klassrum; so; mellanstadiet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2004,
title = {Muslimska friskolor: ett kontroversiellt fenomen i Norden},
author = {Berglund, Jenny},
year = {2004},
journal = {Svensk religionshistorisk årsskrift},
volume = {13},
pages = {30--51},
language = {swe},
publisher = {Göteborg : Svenska samfundet för religionshistorisk forskning},
keywords = {muslimska friskolor; islam; skola; utbildning; religion; history of religion},
issn = {0283-0302}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_coghillken_2014,
title = {Ethics, parliaments and members: learning to think ethically},
author = {Coghill, Ken and Kavathatzopoulos, Iordanis},
year = {2014},
journal = {Challenges of contemporay governance},
language = {eng},
publisher = {Montreal : The International Political Science Association},
keywords = {politicians; parliamentarians; competence; education; moral; human-computer interaction; människa-dator interaktion},
abstract = {Parliamentary democracies are conceptualised as complex evolving socio-political systems in which the parliament is the apex institution through which the community determines the rules and standards applying to individuals, executive government, business, other organisations and relationships within the community and across its borders. As the apex institution, assessing the failings of the parliament provide an opportunity to examine the functioning of the system as a whole. A key factor affecting parliament’s reputation, effectiveness and legitimacy is ethical conduct by its elected members. Whilst members of the political Executive bear heavier responsibilities, all members of a parliament have a duty to behave in ways that enhance rather than detract from the parliament’s performance of its roles and its legitimacy. Compliance with accepted ethical standards of conduct relies on a culture of acceptance and compliance, detection of breaches and sanctions for wrong-doing. The realisation of the prospects of detection and of sanctions facilitates a culture of compliance. A culture of compliance reduces the transaction costs of social exchanges, leaving more resources available to the institution of parliament and its elected members to fulfil the roles of the institution. Accordingly, it is in the long-term interests of both the parliament and its members that individual members practice high levels of ethical competence in the conduct of their parliamentary responsibilities. The paper reports research findings in an international study of formal induction and further development programmes in representative parliaments. Information was collected from members of national parliaments and trainers through surveys (including an innovative measure of ethical competence) and via interviews. Approaches to training relating to ethical conduct were found to vary widely, with some parliamentary induction programmes giving it considerable attention whilst others eschewed the topic. The paper concludes with comments on further research into how elected office holders (such as members of parliament) acquire, develop and sustain ethical competence, including the effectiveness of learning techniques focused on ethical behaviour.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_fjellstrmroger_1999,
title = {Etik och moral i högre utbildning: ett diskussionsunderlag},
author = {Fjellström, Roger},
year = {1999},
language = {swe},
publisher = {Enheten för personalutveckling, Umeå universitet}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_fjellstrmroger_2006,
title = {Lärares yrkesetik},
author = {Fjellström, Roger},
year = {2006},
language = {swe},
publisher = {Studentlitteratur},
keywords = {practical philosophy; praktisk filosofi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_fjellstrmroger_2004,
title = {Skolområdets etik: en studie i skolans fostran},
author = {Fjellström, Roger},
year = {2004},
language = {swe},
publisher = {Studentlitteratur},
keywords = {practical philosophy; praktisk filosofi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_2,
title = {Hunden i kult och religion: på gränsen mellan heligt och profant},
year = {2009},
language = {swe},
publisher = {Daidalos},
keywords = {religion; hund; humanities and religion; humaniora och religionsvetenskap; human ecology; humanekologi; history of religion},
abstract = {Hunden och människan har följts åt sedan urminnes tider, något som har varit till fördel för båda arter. Hunden har bland annat fått skydd och föda, men samtidigt kunnat sprida sig över hela jorden. Människan har förstått att använda hunden för en rad ändamål, bl.a. har den fått vakta hennes bostäder och boskap, burit och släpat hennes ägodelar, givit sällskap och förnöjelse, samt tjänat som pälsproducent, medicinkälla och köttreserv. Hunden har dessutom spelat en viktig roll i människans religiösa och rituella liv. Mångsidigheten i hur hunden ingått i människans världsbilder vittnar om den komplexitet som kännetecknar banden mellan tamdjuret och dess ägare.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2023,
title = {Mer kunskap om barn och elever med funktionsnedsättning i skolväsendet - Etiska aspekter},
author = {Nykänen, Pia},
year = {2023},
journal = {SOU 2023:95. Uppföljning för utveckling - ett hållbart system för samlad kunskap om villkoren för barn och elever med funktionsnedsättning i förskola och skola},
language = {swe},
publisher = {Stockholm : Elanders Sverige AB}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_petersenjesper_2022,
title = {Hvad har Kaare Dybvad Bek imod forskning?},
author = {Petersen, Jesper},
year = {2022},
journal = {Uniavisen},
language = {eng},
publisher = {: University of Copenhagen},
issn = {0106-7141}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2020,
title = {Ethics Teaching in Education for Sustainable Development},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2020},
journal = {Abstract Book},
pages = {53--54},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {education for sustainable development; esd; sustainable development; ethics education; teaching ethics; participatory education},
abstract = {Education for sustainable development (ESD) is nowadays internationally regarded as an important aspect of the overall education of children and young people in the world (e.g., UNESCO, 2019, Education for sustainable development: Partners in action – Global action programme (GAP) key partners' report (2015-2018); https:// unesdoc.unesco.org/ark:/48223/pf0000368829). Importantly, it is included among the goals of the UN 2030 Agenda for Sustainable Development (goal 4; https://sustainabledevelopment.un.org/). Besides its content – sustainable development – ESD is also characterized by its emphasis on interactive and participatory approaches to education: "Designing teaching and learning in an interactive, learner-centred way that enables exploratory, action oriented and transformative learning" (UNESCO, 2019, "What is education for sustainable development?"; https://en.unesco.org/the mes/education-sustainable-development/what-is-esd). In this paper, we show how both these aspects of ESD – its content and approach to education – reveal the importance of ethics teaching in ESD as well as provide challenges with respect to such teaching.Content: The object of ESD – the idea of sustainable development – is both normative and imprecise. It is normative because it is assumed that sustainable development is something that we ought to strive for. It is imprecise because the different concepts that together constitute the idea of sustainable development (such as 'needs', 'abilities' and 'the future'; see World Commission on Environment and Development, 1987, Our Common Future, Ch. 2, §1; https://sustainabledevelopment.un.org/ content/ documents/5987our-common-future.pdf) can all be given different interpretations generating conflicting sustainability goals (weak or strong) (see, e.g., A. Dobson, 1998, Justice and the environment: Conceptions of environmental sustainability and theories of distributive justice, Oxford: Oxford University Press, Ch. 2). This means that ESD is never neutral. Instead it rests on implicit or explicit ethical assumptions. Hence, a comprehensive and reflective ESD requires that one reveals and discusses such assumptions.Approach: The kinds of interactive and participatory approaches to education that are assumed in ESD are, arguably, as such suitable for the task of revealing and discussing ethical assumptions. However, this requires that an appropriate approach to ethics education is incorporated within ESD. Two potential problems present themselves at this point: (1) the most common way of teaching ethics – a theory-based approach – seems ill suited for this task; (2) in the context of ESD we need an approach to ethics education that is available also to teachers who are not experienced within the field of ethics (since most teachers involved in ESD arguably belong to this group of teachers). The challenge, hence, is to find an approach to ethics teaching in ESD that is (1) suitable with respect to both its content and its approach to education, and (2) available also to teachers who are not experienced within the field of ethics. We suggest a certain methods-based approach to ethics education (that we have previously developed in detail) as a promising candidate for this task.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2018,
title = {Reason and Emotion: How Teachers Respond to Ethical Problems},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2018},
journal = {Abstract Book: 20th Annual International Conference on Education},
pages = {133--134},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {moral education; ethics education; social intuitionist model; jonathan haidt; ethics and education; teacher ethics; moral reasoning},
abstract = {Teachers frequently face ethical problems in their everyday practice, ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – e.g. conflicts between pupils, conflicts between colleagues, and conflicts between teachers and parents. In order to handle such problems, teachers need to be able to respond in a professional and thoughtful manner to the various ethical aspects involved.Given the centrality of the ethical dimension to the teaching profession, it is an important question how teachers tend to approach ethical problems within their profession. To the extent that teachers fail to approach such problems in a professional and thoughtful manner, this is an issue that should be brought to attention and considered by teachers and within the teacher education.Few studies have been carried out regarding how teachers tend to approach ethical problems in their profession. However, there are interesting international studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Jonathan Haidt has constructed several more or less provoking examples involving social taboos, and investigated how people tend to react when confronted with them (Haidt, Koller & Dias, 1993).The present paper is based on a survey of Swedish teacher students for which we have borrowed two of Haidts examples. These examples were chosen on the basis that one of them clearly represents a social taboo in a Swedish context while the other does not. Hence, letting the teacher students respond to both these examples allows us to get an indication of whether there is any significant difference in their response to an example evoking a strong emotional reaction as opposed to a more neutral example.We present our investigation and discuss the results, which show that the respondents in the more neutral case generally seem to make motivated judgments and in the more provoking case generally seem to rely on gut feelings. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, we argue, they generally have good chances of approaching ethical problems in a professional way. However, a provoking or emotionally laden context enhances the risk of making ethical choices which are not based on professional reasoning.We argue that these results indicate a need for teachers and teacher students to consciously reflect on their values and methods for approaching ethical problems.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2017,
title = {Teaching Ethics to Non-Philosophy Students},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2017},
journal = {Abstract Book},
pages = {185--186},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {ethics education; teaching ethics; moral methodology; methods-based approach; smorgasbord approach},
abstract = {It is not only philosophy students who read ethics in universities and colleges. Nor are they the only ones who have reason to do so. Dealing with ethical issues is a central aspect of many professions, and hence e.g. teacher students, engineering students, police students, medicine students, social worker students and research students are commonly taught ethics within their educational programs, just to mention some.In this paper we address the question of how ethics is most appropriately taught to such “non-philosophy” student groups – on a general level, that is; of course there may be important differences between these various professions and areas of study, calling for partly different approaches to teaching ethics.The standard way to introduce ethics to non-philosophy students is doubtlessly to present and briefly explain a number of ethical theories (or kinds of theory), such as utilitarianism, Kantian ethics, virtue ethics and moral pluralism. And indeed, most introductory books to ethics adopt this approach, be it general introductions or introductions specialized towards a specific profession or subject matter.We refer to this approach as the “smorgasbord approach” to teaching ethics, due to the false impression that it is likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the conception that adopting an ethical position is mainly a matter of simply choosing from this smorgasbord of different theories.We find this approach problematic for several reasons:To start with, it tends to misrepresent the field of ethics as well as ethical reasoning. These students generally lack the prerequisites required to critically examine and evaluate these theories, to understand the different motivations behind them, and to put them in context. Indeed, it is even difficult, given the usually quite limited time frame for such courses, to give the students an appropriate understanding of what these theories really are theories about. To get a thorough enough understanding of the field for it to be meaningful to focus on ethical theories in introducing non-philosophy students to ethics would require a much more comprehensive ethics education than what there is usually room for within the kinds of educational program mentioned above.Furthermore, the smorgasbord approach is likely to be infeasible. How is such an approach supposed to aid the students in practical decision-making – which, first and foremost, is the rational for having them take ethics courses in the first place? Which of these theories should they apply, and why? The different theories give different verdicts in most tricky cases, and these students lack the background knowledge required to critically choose between them. Nor is it obvious that it is desirable to choose one such theory and then apply it in one’s practical reasoning.In light of these problematic features of a smorgasbord approach to teaching ethics we suggest a methodology-based approach as a more fruitful alternative. Instead of presenting a list of theories this approach focuses on conveying basic methods for ethical reasoning. We argue that there is almost unanimous agreement among moral philosophers (at least within a broadly analytical tradition) as regards certain basic methods for ethical reasoning, even if these methods are rarely explicitly formulated. These methods can be summarized roughly under three main headings: information, vividness and coherence.The main purpose of this paper is to explain and defend the methodological approach to teaching ethics to non-philosophy students. In doing so we also consider and reply to some possible expected objections to this approach.Lastly we consider whether the approach should be complemented in some way. One useful complement, we think – if the time and space in the educational program in question allows it – is to bring up the question of character traits – what kind of person one should be.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2022,
title = {Understandings of religion as culture: Re-negotiating troublesome concepts in Swedish ECEC policy},
author = {Raivio, Magdalena and Skaremyr, Ellinor},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care.},
language = {eng},
publisher = {: Routledge},
keywords = {early childhood education and care; religion; culture; policy; international & comparative education; multicultural education; förskola; kultur; internationell & jämförande utbildning; mångkulturell utbildning},
abstract = {Preschools in Sweden, in which the groups of children are increasingly culturally diverse, are obligated to provide every child the opportunity to develop their own cultural identity, knowledge about and interest in different cultures. At the same time, teaching should be non-confessional and pass on a cultural heritage from one generation to the next. There are, according to previous research, several didactic dilemmas linked to preschool teachers interpretations of what is regarded as religion, culture and a cultural heritage. These dilemmas partly derive from how the concepts are used in the policy documents that regulate Swedish preschool. There is thus a need for further illumination of both the didactic dilemmas and the ambivalences expressed by the policy documents. Our contribution is a policy analysis in which the curriculum is studied in relation to the Convention on the Rights of the Child which becomes Swedish law in 2020. The results show that there are several possible interpretations in terms of the concepts of culture and cultural heritage in relation to the concept of religion in the policy documents. This article discusses these different possibilities for interpretation and possible didactic consequences for pedagogical work in preschool.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2011,
title = {Resourceful learning through information and communication technology in religious education},
author = {Zipernovszky, Hanna},
year = {2011},
journal = {City of Desires – A Place for God?},
language = {eng},
keywords = {digitised archives; learning strategies on the internet; christian cultural heritage},
abstract = {Research within religious education ought to place a greater prominence on the massive supply of knowledge, information and communication that the digital world in general, and the internet in particular, present. Solid education should be provided in a positive spirit, but with scientific methods for managing the new media. While it is essential to stress the potential of new media, it is equally important to engage in critical analysis and source-criticism of to the same degree. At Umeå University, Sweden, religious studies make use of digitised archival documents with this critical caveat in mind. The research methods are based on an interdisciplinary research environment with a tradition of focusing on the Christian cultural heritage.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_falkevallbjrn_2010,
title = {Livsfrågor och religionskunskap: En belysning av ett centralt begrepp i svensk religionsdidaktik},
author = {Falkevall, Björn},
year = {2010},
language = {eng},
publisher = {Institutionen för didaktik och pedagogiskt arbete, Stockholms universitet},
keywords = {religious education; curriculum studies; teacher education; questions of life; existential questions; dialogicity; utterances; chains of utterances; subject didactics; ämnesdidaktik},
abstract = {This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought. The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life) is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear. The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_tekehans_2019,
title = {Increasing Ethical Awareness: The Enhancement of Long-Term Effects of Ethics Teaching: A Quantitative Study},
author = {Teke, Hans},
year = {2019},
language = {eng},
publisher = {Institutionen för utbildningsvetenskap, Lunds universitet},
abstract = {In this study, the impact of two different “methods” for teaching ethics as part of the religious education in the Swedish upper secondary school have been compared by means of a non-randomized controlled trial in two parts, involving 15 teachers and 524 students. The question was which “method” had the greatest capacity to generate long-term ethical awareness in the students. The intervention condition consisted of students whose teachers were instructed to teach according to the Three Step Model, a teaching method influenced by research concerning how moral autonomy and ethical awareness could be increased by means of instruction and training, whereas the control condition consisted of students whose teachers were instructed to teach basically as usual but with some added guidelines. During the trial, all students were given a pre-test before the ethics section had started and a post-test 10-12 weeks after it was finished. When quantified and summarized, the results showed an advantage of the intervention condition in measure B (development of demonstrable knowledge) but an advantage of the control condition in measure A (self-assessed ethical awareness); however, the advantage of the intervention condition was clearer and stronger. Even though the intervention students did not experience a stronger development, they appeared to have learned significantly more, not least in terms of procedural knowledge in ethical problem-solving. The tentative conclusion is therefore that the Three Step Model is a more effective method for increasing ethical awareness compared to “regular” ethics teaching, at least if one defines ethical awareness and measures it the way it was done in this study.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_helminggustavssonmaria_2025,
title = {Elever engagerar sig vid fiktionsläsning till följd av att deras lärare engagerar sig: En studie bland lärare och elever i svenskundervisning i årskurs 7–9},
author = {Helming Gustavsson, Maria},
year = {2025},
language = {swe},
keywords = {engagemang; fiktionsläsning; elever; lärare; livsvärld; mellanrum; fenomenologi; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {I mitt avhandlingsarbete är engagemang vid fiktionsläsning ett centralt undersökningsobjekt. Jag undersöker vad lärare och elever säger om engagemang vid fiktionsläsning och jag undersöker också när och hur deras engagemang vid fiktionsläsning uppkommer. Teoretisk utgångspunkt är hermeneutisk livsvärldsfenomenologi (Bengtsson, 2005, 2013; Dahlberg, 2019), där mellanrum och delad livsvärld är två centrala begrepp. Studierna utgått dessutom från både intervjuer och klassrumsobservationer i syfte att få insikt i både deras uppfattningar om vad engagemang är och hur deras engagemang tar sig uttryck. Ett resultat jag funnit i dessa studier är att elever engagerar sig vid fiktionsläsning till följd av att deras lärare engagerar sig. Trots att många elever uppger att de inte är intresserade av att läsa fiktion utanför skoltid engagerar de sig vid fiktionsläsning i under lektionstid. Engagemang tycks således smitta i en delad livsvärld, där lärare och elever i undervisningen möts i mellanrum. I mellanrum påverkar lärare och elever varandra till att intressera sig för att läsa, att leva sig in i fiktion och att samtala om dess innehåll. Att svensklärare engagerar sig i fiktionsläsning är således en viktig aspekt i en hållbar litteraturundervisning i årskurs 7–9 och detta kontrasterar mot tidigare forskning som i stället visat att blivande svensklärare inte har ett litterärt intresse (Jönsson & Eriksson, 2003). KällförteckningBengtsson, J. (2005). En livsvärldsansats för pedagogisk forskning. I J. Bengtsson (Red.), Med livsvärlden som grund (s. 9–58). Studentlitteratur.Bengtsson, J. (2013). With the Lifeworld as Ground. A Research Approach for Empirical Research in Education: The Gothenburg Tradition. Indo-Pacific Journal of Phenomenology, 13, 1-18. https://doi.org/10.2989/IPJP.2013.13.2.4.1178Dahlberg, K. (2019). Den fenomenologiska livsvärlden. I K. Dahlberg, S. Ellingsen, B. Martinsen, & S, Rosberg (Red.), Fenomenologi i praktiken: Fenomenologisk forskning i ett skandinaviskt perspektiv (s. 28–51). Liber.Jönsson, A., & Eriksson, B. (2003). Lärarstudenters läsvanor: Hur mycket och vad läser blivande lärare? Rapporter om utbildning nr 4. Malmö högskola, Lärarutbildningen.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_helminggustavssonmaria_2025_1,
title = {Engagerade lärare inspirerar sina elever vid fiktionsläsning: En filosofisk studie inom ramen för svenskundervisning i årskurs 7–9},
author = {Helming Gustavsson, Maria},
year = {2025},
journal = {Engagerade lärare inspirerar sina elever vid fiktionsläsning},
language = {swe},
keywords = {engagemang; fiktion; svenskundervisning; lärare; elever; livsvärld; mellanruersubjektivitetm; int; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {Att elever engagerar sig i och stimuleras till att läsa fiktion är av betydelse för att de ska utveckla läskompetens (Brozo, 2019), ordförråd (Taboada et al., 2013) och även förståelse för hur andra människor har det (Agrell, 2007). Även om det finns studier som visat att ungdomar har ett intresse för att läsa fiktion (Nordberg, 2015) så finns studier som visat att elevers fiktionsläsning är i avtagande (Vinterek et al., 2022). Studier finns också som visat att elever inte får stimulans till att utveckla ett intresse för att läsa i skolan (Skolinspektionen, 2012). Likaså finns studier som visat att långt från alla svensklärare själva inte har ett intresse för att läsa fiktion i (Jönsson & Eriksson, 2003). För att kunna stimulera elever till ett intresse för att läsa fiktion är det således viktigt att undersöka vad engagemang vid fiktionsläsning är för lärare och elever liksom hur deras engagemang uppkommer. Syfte Mitt avhandlingsarbete syftar till att nå en djupare insikt i vad engagemang vid fiktionsläsning är och hur engagemang vid fiktionsläsning uppkommer bland lärare och elever i årskurs 7–9.Teori Avhandlingen utgår från hermeneutisk fenomenologi (Gadamer, 1997) med en livsvärldsfilosofisk ansats (Bengtsson, 2005, 2013; Dahlberg, 2019).Metod Inriktningen i avhandlingsarbetet är kvalitativ och projektet utgår från intervjuer och klassrumsobservationer med 5 lärare och deras elever i årskurs 7–9. Preliminära resultat Några av resultaten i mitt pågående avhandlingsarbete pekar på att engagemang vid fiktionsläsning uppkommer i undervisning där lärare och elever engagerar sig tillsammans i undervisningens här och nu, till följd av att lärare och elever samspelar och möter varandra och således tar intryck av varandra. Engagemang vid fiktionsläsning uppkommer med andra ord till följd av att lärare inspirerar sina elever till att läsa, leva sig in i, samtala om och analysera fiktion. Referenser Agrell, B. (2007). Brukslitteratur, skönlitteratur och medkänslans estetik – betraktelse över läsarter. I S. Ekman, M. Malm & L. Stenberg (Red.), Den litterära textens förändringar. Studier tillägnade Stina Hansson (s. 87–99). Brutus Östlings Bokförlag Symposion. Bengtsson, J. (2005). En livsvärldsansats för pedagogisk forskning. I J. Bengtsson (Red.), Med livsvärlden som grund (s. 9–58). Studentlitteratur. Bengtsson, J. (2013). With the Lifeworld as Ground. A Research Approach for Empirical Research in Education: The Gothenburg Tradition. Indo-PacificJournal of Phenomenology, 13, 1-18. https://doi.org/10.2989/IPJP.2013.13.2.4.1178Brozo, W. (2019). Att lyfta oengagerade och lågpresterande pojkars läsning. Lärportalen.Skolverket. https://larportalen.skolverket.se/api/resource/P03WCPLAR132098 Gadamer, H. (1997). Sanning och metod (i urval). Daidalos. Jönsson, A., & Eriksson, B. (2003). Lärarstudenters läsvanor: Hur mycket och vad läser blivande lärare? Rapporter om utbildning nr 4. Malmö högskola, Lärarutbildningen. Nordberg, O. (2015). Endast avkoppling från uppkoppling?: svenska tonåringars attityder till fiktionslitteratur. I T. Pettersson, S.K. Nilsson, M. Wennerström Wohrne & O. Nordberg (Red.), Litteraturen på undantag: unga vuxnas fiktionsläsning i dagens Sverige (s. 181-208). Digitala Vetenskapliga Arkivet (DiVA). http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Ahb%3Adiva10853 Skolinspektionen. (2012). Läsundervisning inom ämnet svenska för årskurs 7–9. Rapport 2012:11. Skolinspektionen. https://www.skolinspektionen.se/beslutrapporter-statistik/publikationer/kvalitetsgranskning/2022/lasframjande-arbetei-grundskolan/Taboada, A., Townsend, D., & Boynton, M.J. (2013). Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners. Reading & Writing Quarterly, 29(4), 309-332. https://doi.org/10.1080/10573569.2013.741959Vinterek, M., Winberg, M., Tegmark, M., Alatalo, T., & Liberg, C. (2022). The Decrease of School Related Reading in Swedish Compulsory School: Trends between 2007 and 2017. Scandinavian Journal of Educational Research, 166(1), 119–133. https://doi.org/10.1080/00313831.2020.1833247}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2022,
title = {Experiences of recognition and misrecognition: Muslim students in suburban Swedish high schools},
author = {Thorén, Christopher},
year = {2022},
journal = {The 25th Nordic Conference in the Sociology of Religion - Religious Organisation(s) - challenges and changes in contemporary society, Gothenburg university},
language = {eng},
keywords = {muslims; education; superdiversity; recognition; intersectionality},
abstract = {This paper examines Muslim students' experiences of recognition and misrecognition in high school through an intersectional approach. The qualitative fieldwork was carried out at a high school in a Swedish suburb where a large proportion of the students identify as Muslims. This suburb has relatively low income levels and high unemployment rates, which is of importance since parents' level of education and income have shown to be an important factor for school performance. Inequality in schools is well researched, but the experience of belonging to a religious minority is usually not part of the analysis. In the case of high school students who identify as Muslims, this is regrettable considering documented presence of islamophobia. An intersectional approach has proven to be crucial in that the students' vulnerability is manifested through simultaneous processes of power, such as class, race, and gender as well as secularist notions which have shown to be intertwined in students' everyday school life. Preliminary analyses suggest that how Muslim students experience (mis)recognition informs for example the student’s choice of school, their interaction with teachers and other students, the students’ study strategies as well as their plans for future education and career choices.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2022_1,
title = {Experiences of recognition and misrecognition: Muslim students in superdiverse Swedish high schools},
author = {Thorén, Christopher},
year = {2022},
journal = {IRiS 10th anniversary international conference - Looking back to Look Forward: Celebrating 10 years of research on migration, forced displacement and superdiversity, University of Birmingham, 2022.},
language = {eng},
keywords = {muslims; education; superdiversity; recognition; intersectionality},
abstract = {This paper examines, through an intersectional approach, Muslim students' experiences of recognition and misrecognition within education. The qualitative fieldwork was carried out at a high school in a Swedish superdiverse suburb where a large proportion of the students identify as Muslims. This suburb has relatively low income levels and high unemployment rates, which is of importance since parents' level of education and income have shown to be an important factor for school performance. The school’s compensatory mission, to give all pupils an equal education and contribute to social mobility, is therefore short-lived. Inequality in Swedish schools is well researched, but the experience of belonging to a religious minority is usually not part of the analysis. In the case of high school students who identify as Muslims, this is regrettable considering the documented presence of islamophobia and secular normativity, that are intertwined in students' everyday school life. This paper aims, thru the concept of (mis)recognition, to theorise experience of racialisation of Muslim students in a school situated in a stigmatized and superdiverse suburb. An intersectional approach has proven to be crucial in that the students' vulnerability is manifested through simultaneous processes of power. Migration or migration background has been shown to be important in relation to other factors, such as class, race, gender and place. Preliminary analyses suggest that Muslim students develop strategies to avoid vulnerability and for navigating in a superdiverse urban area where they create safe spaces where they can express their Muslimness and focus on studies.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_4,
title = {Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?},
author = {von Brömssen, Kerstin and Risenfors, Signild and Korp, Helena},
year = {2018},
language = {eng},
publisher = {European Conference on Educational Research (ECER)},
keywords = {newly arrived; tutoring; sweden; educational science},
abstract = {General description This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).ObjectivesThe objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.Theoretical frameworkTheoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.Methods/methodology The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.Expected outcomes/resultThe analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_brningbarbara_1988,
title = {Filosofididaktik},
author = {Brüning, Barbara and Martens, Ekkehard and Selander, Sven-Åke},
year = {1988},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonsjgrdmalin_2022,
title = {Om representation och att skriva om det man inte har erfarenhet av.},
author = {Eriksson Sjögärd, Malin},
year = {2022},
language = {swe},
keywords = {representation; barnlitteratur; kreativt skrivande; creative writing}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_3,
title = {Gränsöverskridande värden i icke konfessionell etikundervisning: ämnesidentitet och multidisciplinärt lärande i ämnet religionskunskap},
author = {Franck, Olof},
year = {2014},
journal = {Nordidactica},
volume = {2014},
pages = {188--211},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {religionskunskap; multidisciplinaritet; etisk kompetens; religious studies and theology},
abstract = {Traditionally religious education (RE), in a Swedish context, includes ethics education. The syllabus of the subject included in the latest school reform for compulsory school (Lgr11) present clear and detailed prescriptions regarding ethical issues which have to be taught. At the same time there could, in the national policy documents, be found explicit regulations that the teaching of ethics, like many other areas, should not be restricted to RE. Pedagogical integration is recommended. A multidisciplinary ethics education can be motivated in many ways, pedagogically as well as with reference to subject considerations. Such an education gives rise to challenging questions concerning which contributions RE may be supposed to develop in relation to school´s comprehensive teaching in ethics. More precisely, there seems to be a need to identify and explain how these contributions are to be apprehended and interpreted within the context of RE, but also in relation to other subjects. In this article the core content of the new syllabus in RE is discussed methodologically as well as with reference to subject considerations. A few ethical profiles characteristic of the subjects of social sciences are presented. Some important challenges regarding the need for specifying the meaning of the concept of ethics, interpreted within the context of RE, are elaborated. One issue that is highlighted concerns to what extent non confessional RE may create specified and constructive contributions to a multidisciplinary ethics education. In relation to the focusing of this theme, a critical discussion regarding an essentialistic interpretation of the relation between ethics and religion within RE is carried out.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_krendeljanerik_2011,
title = {"Undervisa om teknikens etik!"},
author = {Krendel, Jan-Erik},
year = {2011},
journal = {Teknikutbildning för framtiden: perspektiv på teknikundervisningen i grundskola och gymnasium},
language = {swe},
publisher = {Stockholm : Liber}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2019,
title = {Muslims in Swedish schools: Methodological challenges and possibilities},
author = {Thorén, Christopher},
year = {2019},
journal = {CEMFOR Conference in Racism and Religion 2019, Uppsala University},
language = {eng},
keywords = {muslims; education; superdiversity; recognition; intersectionality; method},
abstract = {Different perspectives on inequality in Swedish schools have been addressed by previous research, but the experiences of religious minorities remain under-researched, although the question is being widely debated. Despite the ambitions of an inclusive school, previous research points towards othering of students of immigrant and minority background and that schools in multicultural areas generally have lower grades. With particular reference to Muslim students, discrimination and Islamophobia have been documented. Therefore, this qualitative study of Muslim upper secondary school students in Gothenburg's suburbs will contribute towards understanding how Muslim identity/Muslim-ness, from an intersectional approach, is constructed among young women and men. Furthermore, how such constructions relate to the students’ educational strategies and plans for the future. The methodological challenges to this research include for example access, design, and not conducting fieldwork in a way that contributes towards essentialisation or stigmatisation. The possibilities, however, include shedding light on the experiences of a relatively marginalised group. Many students may feel that their story has not been told, so if trust can be built, there is an opportunity to get valuable data. Methodological challenges and preliminary results from the first phase of fieldwork will be presented.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2011,
title = {Popular education and religious reading in early nineteenth-century Sweden},
author = {Lindmark, Daniel},
year = {2011},
journal = {Religious reading in the Lutheran north},
pages = {191--215},
language = {eng},
publisher = {Newcastle upon Tyne : Cambridge Scholars Publishing},
keywords = {church history; kyrkohistoria}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2008,
title = {Felesleges idötöltés?: Néhány pedagógiai következtetés a svéd fiatalok Internet használata kapcsán},
author = {Zipernovszky, Hanna},
year = {2008},
journal = {Könyv és Nevelés [Book and Education]: Quaterly Journal of the Hungarian National Educational Library and Museum},
volume = {2},
pages = {30--37},
language = {hun},
keywords = {education},
issn = {0454-3475}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2010_1,
title = {Some experiences of using internet based platforms in RE},
author = {Zipernovszky, Hanna},
year = {2010},
journal = {Panorama},
number = {22},
pages = {167--172},
language = {eng},
keywords = {digital archives; religious education; interdisciplinary; internet based learning},
issn = {0937-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2019_1,
title = {Religionskritik och religionsundervisning},
author = {Löfstedt, Malin},
year = {2019},
journal = {Religion och livsfrågor},
language = {swe},
publisher = {Malmö : Föreningen Lärare i Religionskunskap, FLR},
keywords = {curriculum studies},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_doneyjonathan_2022,
title = {The Role of Space and Time: A comparative exploration of Religion and Education: Searching for the renewal of religious education identity},
author = {Doney, Jonathan and Niemi, Kristian and Rothgangel, Martin and Korsvoll, Nils H. and Andersland, Inge and Miedema, Siebren},
year = {2022},
language = {eng},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonanders_2002,
title = {Retorikens didaktik: ett utbildningsvetenskapligt forskningsprojekt },
author = {Eriksson, Anders and Sigrell, Anders},
year = {2002},
journal = {Rhetorica Scandinavica},
volume = {21},
pages = {68--74},
language = {swe},
publisher = {Åstorp : Retorikförlaget},
issn = {1397-0534}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006,
title = {Undervisning, profession, lärande. I Lindblad, S. & Edvardsson, A. (red.): Mot bättre vetande. Presentationer av forskning vid Institutionen för pedagogik och didaktik 2006},
author = {Bengtsson, Jan},
year = {2006},
language = {swe},
keywords = {education; teaching; profession; philosophy of education; life-world}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonanders_2015,
title = {Vilket religionskunskapsämne?: Ämneskonstruktioner i religionskunskap på gymnasiet med samtalsförhandlingar i centrum.},
author = {Karlsson, Anders},
year = {2015},
language = {swe},
publisher = {Karlstads universitet},
keywords = {religious education; classroom study; negotiations; subject construction; digital discussions; relief theory; classroom discussions; religionsdidaktik; klassrumsstudie; förhandlingar; ämneskonstruktion; digitala diskussioner; reliefteori; klassrumsdiskussioner},
abstract = {This thesis aims to describe one educational sequence in religious education. The study shows articulations and negotiations in the religious education classroom, as well as on digital discussion forums. Two questions are the core of the explorative case study. What is communicated between teachers and students in a Re-classroom in Sweden? How does the content of the communication contribute to constructing the Re-subject in two different discussion forums: digital and analogue? The case study follows an upper secondary school class, with 18 years old students, during one teaching sequence.The theoretical foundation is based in a social-cultural perspective. Data is produced by ethnographic methods and consist of classroom observations and interviews with teachers and students. For the interpretation of speech Even’s relief theory is used concerning what is said and Michel Bakhtin’s thoughts on speech genre concerning how it is expressed and negotiated in the teaching sequence.The analysis of the different forums show that in all of them, teachers and students tend to focus on what religious persons do, their appearance, and how they are limited by their faith. The religious persons are compared to a way of living according to a secular norm that the students find more relevant and up-to-date. When speaking of religious persons the students tend to express it in a derisive and disparaging way. Negotiations on content and framework factors interrupt the actual teaching in the classroom environment whilst digital forums are self-regulating and discussions quickly return to the topic after irrelevant digressions.In the discussion part of the thesis the various discussion forums are evaluated didactically. The impact of gender and framework factors on the student-teacher discussions is also raised. An additional question that is problematized is the tension between the curriculum of the subject and the teacher’s desire to get students interested in religion as a subject, described as ‘the teacher’s dilemma’. It is discussed whether this dilemma controls the teacher’s choice of subject. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonstaffan_2018,
title = {Tonåringen och livsfrågorna (1969) Revisited: Reflections on ´Life questions´ in Contemporary Religious Education in Swedish Schools},
author = {Nilsson, Staffan},
year = {2018},
journal = {Challenging life},
pages = {101--117},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {historical studies; historiska studier}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2009,
title = {From Sermons to Sex: Complaints about Church of Sweden Priests 2000 - 2004. A Preliminary Report.},
author = {Hansson, Per},
year = {2009},
language = {eng},
keywords = {clergy misconduct; church studies; kyrkovetenskap; education},
abstract = {The Church of Sweden (national, Lutheran) was disestablished in the year 2000 and former state obligations were transformed to the church itself. Major changes were made in the oversight of the clergy and all complaints were to be handled by the church. All cases of complaints about priests in 2000 – 2004 were investigated, altogether 159 cases concerning 135 priests. The complaints were about a wide range of issues: from sermons and presiding at common worship to adultery, rape, greed and addiction. The complainants were parish councils, private persons, colleagues, and bishops. In 45 cases the diocesan chapter opened a case leading to admonition, period of probation or prohibition. The decisions were as follows: admonition or period of probation in 12 cases; prohibition in 10 cases; male priests were significantly over-represented. In 7 cases no measures were taken and in the rest of the cases the chapter criticized the priest in a statement, remanding the case to (mostly the bishop); in one case the complaint was rejected. Clergy misconduct in the 21st century is compared with earlier research.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016,
title = {Religioner, livsåskådningar och etik: för lärare årskurs 4-6},
year = {2016},
language = {swe},
publisher = {Gleerups Utbildning AB},
keywords = {religionsundervisning; mellanstadiet; educational science}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2013,
title = {Value conflicts and faith based schools: in contemporary Sweden},
author = {Sporre, Karin},
year = {2013},
journal = {Nordic Journal of Religion and Society},
volume = {2},
number = {26},
pages = {175--191},
language = {eng},
publisher = {Trondheim : Akademika forlag},
keywords = {value conflicts; faith based schools; religious education; marketization; independent schools; värdekonflikter; konfessionella friskolor; religionsundervisning; marknadisering; friskolor},
abstract = {This article identifies value conflicts in debate regarding Swedish faith based schools 2010– 2012 explored against the background of a study by Gerle (1999). As the policy changes of the Swedish school system from the 1990s form the preconditions for contemporary faith based schools those changes are outlined. The results show that the value conflicts observed by Gerle can still be noted e.g. the wish to freedom of religion in educating children into one’s own religion, as well as the conflict of the right of parents vs. the rights of children in education. A new value conflicts is the ending of school ceremonies of municipal schools in churches and the role of religion in them. Does this mirror a shift in the influence of a Lutheran majority culture? Another surfacing value conflict is whether the making of profit in the school sector is acceptable or not.},
issn = {0809-7291}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_markussenhegeirene_2021,
title = {Tentaworkshop: Socialisation och utmanande uppgifter i examination},
author = {Markussen, Hege Irene},
year = {2021},
journal = {Hållbart lärarskap: universitetsundervisning i förändring},
pages = {123--131},
language = {swe},
publisher = {Lund : Lunds universitet, Humanistiska och teologiska fakulteterna}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2016,
title = {Diagnoser i vår tid: Fastlåsning och blivande, totalitet och oändlighet},
author = {Nilsson Sjöberg, Mattias},
year = {2016},
journal = {Pedagogisk forskning i Sverige},
volume = {1},
number = {21},
pages = {152--160},
language = {swe},
publisher = {: Institutionen för pedagogik och didaktik, Göteborgs universitet},
abstract = {"I sin debattartikel Diagnoser i vår tid: Fastlåsning och blivande, totalitet och oändlighet debatterar Mattias Nilsson Sjöberg diagnoser i vår tid utifrån exemplet med ADHD. Utgångspunkt för diskussionen tas i posthumanismen och dess möjligheter att medverka till uppluckring av kategorier. För att undgå diagnosens tendenser till totalisering och fastlåsande är det viktigt att forma en djupare förståelse för människors alla olikheter." (red.)},
issn = {1401-6788}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2021_1,
title = {The contribution of comparative studies to the international transfer and transformation in religious education},
author = {Berglund, Jenny},
year = {2021},
journal = {International Knowledge Transfer in Religioius Education},
pages = {107--121},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious educaton; international knowledge transfer; comparative research; religionssociologi}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2017,
title = {Vad tror hinduer på?},
author = {Petersson, Tommie},
year = {2017},
language = {swe},
publisher = {Clio},
keywords = {religionskunskap; hinduism; läromedel},
abstract = {Artikel om trosuppfattningar inom hinduismen, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2011,
title = {David F. Ford, The Future of Christian Theology},
author = {Aldrin, Viktor},
year = {2011},
journal = {Svensk Teologisk Kvartalskrift},
volume = {3},
number = {2011},
pages = {128--129},
language = {swe},
publisher = {Lund : Svensk teologisk kvartalskrift},
keywords = {david f. ford; theology; systematic theology; education; kyrkovetenskap},
issn = {0039-6761}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2013_2,
title = {Trialogue in Swedish RE teacher education},
author = {Deborg, David},
year = {2013},
language = {eng},
keywords = {re teacher}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1993,
title = {Change in Churches. Some Implications of Organizational Research.},
author = {Hansson, Per},
year = {1993},
journal = {Stewardship. Management - Ethics - Ecclesiology.},
pages = {166--171},
language = {eng},
keywords = {church studies; kyrkovetenskap; sociology of religion; religionssociologi; education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2000,
title = {Från statlig ämbetsman till församlingsanställd medarbetare - Kyrkligt ledarskap i Svenska kyrkan},
author = {Hansson, Per},
year = {2000},
journal = {Prest og ledelse},
language = {swe},
publisher = {: Verbum, Oslo},
keywords = {education; church studies; kyrkovetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2004,
title = {Från tillsyn till främjande.: Stiften i Svenska kyrkan och församlingsinstruktionerna 2000-2002.},
author = {Hansson, Per},
year = {2004},
language = {swe},
publisher = {Artos, Skellefteå},
keywords = {church studies; kyrkovetenskap; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1996,
title = {Församlingen behöver en välutbildad ledare},
author = {Hansson, Per},
year = {1996},
journal = {Svensk Kyrkotidning},
volume = {46},
number = {92},
pages = {526},
language = {swe},
publisher = {Stockholm : Svensk kyrkotidning},
keywords = {sociology of religion; religionssociologi; education},
issn = {0346-2153}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2004_1,
title = {Församlingens styrning och ledning: Om samspelet mellan kyrkoherde och kyrkoråd},
author = {Hansson, Per},
year = {2004},
journal = {Mitt i församlingen: Leda rörelse. Chef- och ledarskap i Svenska kyrkan},
volume = {7},
number = {2004},
pages = {49--56},
language = {swe},
keywords = {education; church studies; kyrkovetenskap},
issn = {1101-3370}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1991,
title = {Församlingsutveckling - möjligheter och hinder},
author = {Hansson, Per},
year = {1991},
journal = {Ledarskapet i församlingen},
language = {swe},
keywords = {education; church studies; kyrkovetenskap; sociology of religion; religionssociologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1992,
title = {Förändringar i kyrkor - några anteckningar},
author = {Hansson, Per},
year = {1992},
journal = {Kyrkosyn och administration},
language = {swe},
keywords = {education; church studies; kyrkovetenskap; sociology of religion; religionssociologi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1993_1,
title = {Jämställdhet i Svenska kyrkan?: Tre empiriska undersökningar.},
author = {Hansson, Per},
year = {1993},
language = {swe},
publisher = {Tro & Tanke, Uppsala},
keywords = {education; sociology of religion; religionssociologi; church studies; kyrkovetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1996_1,
title = {Kyrkoherdars arbetsvillkor},
author = {Hansson, Per},
year = {1996},
language = {swe},
publisher = {Tro & Tanke, Uppsala},
keywords = {church studies; kyrkovetenskap; education; sociology of religion; religionssociologi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2004_2,
title = {Kyrkoherdens tillsynsansvar: Aspekter från teologi och professionsforskning},
author = {Hansson, Per},
year = {2004},
journal = {Mitt i församlingen: Leda rörelse. Chef- och ledarskap i Svenska kyrkan},
volume = {7},
number = {2004},
pages = {57--66},
language = {swe},
keywords = {education; church studies; kyrkovetenskap},
issn = {1101-3370}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1998,
title = {Ledarskap i kyrkan - några synpunkter},
author = {Hansson, Per},
year = {1998},
journal = {Svensk Kyrkotidning},
volume = {31},
number = {94},
pages = {363--366},
language = {swe},
publisher = {Stockholm : Svensk kyrkotidning},
keywords = {education; sociology of religion; religionssociologi},
issn = {0346-2153}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1997,
title = {Legality and Legitimacy. Aspects of Church Leadership in the Church of Sweden: International Conference on Church Leadership. Uppsala, Sweden, April 24-27 1997},
author = {Hansson, Per},
year = {1997},
journal = {Church Leadership},
language = {eng},
keywords = {education; church studies; kyrkovetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2000_1,
title = {Prästyrket som profession},
author = {Hansson, Per},
year = {2000},
journal = {Prästutbildningen möter framtiden. Rapport från en konferens om utbildning till präst samt prästens identitet och spiritualitet},
pages = {63--68},
language = {swe},
keywords = {education; sociology of religion; religionssociologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1996_2,
title = {Sitt i båten! En skiss till en analys av ett kyrkligt värderingssystem.:},
author = {Hansson, Per},
year = {1996},
language = {swe},
keywords = {education; church studies; kyrkovetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2001,
title = {Svenska kyrkans organisationskultur},
author = {Hansson, Per},
year = {2001},
language = {swe},
publisher = {Verbum, Stockholm},
keywords = {church studies; kyrkovetenskap; sociology of religion; religionssociologi; education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2001_1,
title = {The Janus Face. Aspects of Organizational Culture in the Church of Sweden: Paper presented at The 63rd Annual Meeting of The Association for the Sociology of Religion (ASR) August 17-19, 2001. Anaheim, CA},
author = {Hansson, Per},
year = {2001},
language = {eng},
keywords = {education; sociology of religion; religionssociologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2002,
title = {The Organizational Culture in the Church of Sweden: Paper presented at the 16th Nordic Conference in Sociology of Religion (NCSR) August 22-25, 2002, Sigtuna, Sweden},
author = {Hansson, Per},
year = {2002},
language = {eng},
keywords = {education; sociology of religion; religionssociologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2000_2,
title = {The Swedish Vicar: A Leader for a Church in Transition?},
author = {Hansson, Per and Andersen, Jon Aarum},
year = {2000},
language = {eng},
keywords = {education; sociology of religion; religionssociologi; church studies; kyrkovetenskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2001_2,
title = {The Swedish Vicar and Change: A Problematic Mismatch},
author = {Hansson, Per and Andersen, Jon Aarum},
year = {2001},
journal = {The Journal of Empirical Theology},
volume = {1},
number = {12},
pages = {43--56},
language = {eng},
keywords = {church studies; kyrkovetenskap; education},
issn = {0922-2936}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2004_3,
title = {Tillsynen som försvann. Stiften och församlingsinstruktionerna},
author = {Hansson, Per},
year = {2004},
journal = {Mitt i församlingen: Rita ny kyrka. Församlingsinstruktionerna som vision och verklighet},
volume = {6},
number = {2004},
pages = {37--51},
language = {swe},
keywords = {education; church studies; kyrkovetenskap},
issn = {1101-3370}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_1996_3,
title = {Working Conditions of Senior Pastors in the Church of Sweden.: Paper presented at The Annual Meeting of The Association for the Sociology of Religion (ASR) New York, N.Y., August 15-17},
author = {Hansson, Per},
year = {1996},
language = {eng},
keywords = {education; sociology of religion; religionssociologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2007,
title = {Katarinaskolan: en humanistisk skola på kristen grund},
author = {Löfstedt, Malin},
year = {2007},
journal = {Religiösa friskolor i Sverige},
pages = {325},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {education; religion/theology},
abstract = {I artikeln beskrivs och analyseras grundtankarna i en svensk grundskola på humanistisk och kristen grund, via intervjuer med skolans grundare och rektorer. I boken förs också ett kritiskt resonemang kring Skolverkets klassificering av religiösa friskolor, och författare visar på behovet av en förnyelse och ett förtydligande av dessa.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_1994,
title = {På rätt plats. Praktisk personalrekrytering i Svenska kyrkan},
year = {1994},
language = {swe},
publisher = {Verbum, Stockholm},
keywords = {education; church studies; kyrkovetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_thidevallbarbrodthidevallsven_1991,
title = {Inte bara klappar. Julen i arbetet med barn.},
author = {Thidevall Barbro D, Thidevall Sven},
year = {1991},
language = {eng},
publisher = {Almqvist & Wiksell},
keywords = {barnomsorg; förskola; förskollärare; kyrkohistoria; kulturarv; traditioner; livsfrågor; livstolkning; kulturmöten; religionsmöten; värdegrund.; church history; education},
abstract = {Boken utgår från frågan hur pedagogen ska kunna stödja barnet i barnomsorgen eller i klassen på ett engagerat sätt och samtidigt visa respekt för olika synsätt. Våra stora helger kan här bli till hjälp. De är en del av det gemensamma kulturarvet. Här finn}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010,
title = {Religion as a recourse?},
author = {von Brömssen, Kerstin},
year = {2010},
journal = {XIV World Congress of Comparative Education Societies, Istanbul 14-18 June, 2010.},
language = {eng},
keywords = {religion; education; sweden; views of religion in upper secondary school.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2025,
title = {Att undervisa om kristen tro och praktik: En väg mellan två diken},
author = {Claesson, Urban},
year = {2025},
journal = {Religion & Livsfrågor},
volume = {2025},
pages = {16--18},
language = {swe},
publisher = {Göteborg : Föreningen lärare i religionskunskap},
keywords = {religionsundervisning; svenska skola; kristendom; church history; kyrkohistoria},
abstract = {Artikeln problematiserar möjligheterna att bedriva undervisning om kristendom i svensk skola, där den ena ytterligheten handlar om att förespråka kristendomen som normativ grund, medan den andra handlar om att se kristendomens som något som enbart tillhör det förgångna. Artikeln vill lyfta fram kunskap om kristendom som uttryck för viktig kulturell kompetens.},
issn = {0348-8918}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mrdstedtlisbeth_2014,
title = {Att utveckla nationella prov i religionskunskap},
author = {Mårdstedt, Lisbeth and Wåke, Carl},
year = {2014},
journal = {Religion och livsfrågor},
volume = {4},
number = {2014},
pages = {6--8},
language = {swe},
keywords = {nationella prov; religionskunskap},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2010_1,
title = {Religionsdidaktik},
author = {Berglund, Jenny},
year = {2010},
journal = {Människor och Makter, 2.0},
pages = {50--55},
language = {swe},
publisher = {Halmstad : Högskolan i Halmstad}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2009,
title = {Religionskunskapslärare},
author = {Osbeck, Christina},
year = {2009},
journal = {Ämnesdidaktiska insikter och strategier: berättelser från gymnasielärare i samhällskunskap, geografi, historia och religionskunskap},
language = {swe},
publisher = {Karlstad : Karlstad University Press},
keywords = {subject didactics; religious studies and theology}
}
@proceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_2011_1,
title = {Religionsdidaktik: Mångfald, livsfrågor och etik i skolan},
year = {2011},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religion/theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hovdebrtenoddrunmarie_2022,
title = {How does religion & worldviews education shape student conceptions of citizenship?},
author = {Hovde Bråten, Oddrun Marie and von der Lippe, Marie and Anker, Trine and Niemi, Kristian and Kittelmann-Flensner, Karin and Stones, Alexis},
year = {2022},
language = {eng},
keywords = {religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2013,
title = {Nationellt bedömningsstöd i religionskunskap},
author = {Lindskog, Annika},
year = {2013},
journal = {Att undervisa i religionskunskap : en ämnesdidaktisk introduktion},
pages = {162--170},
language = {swe},
publisher = {Stockholm : Liber}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_5,
title = {What is it to see?},
year = {2025},
language = {eng},
keywords = {beauty; sight; philosophy of mind; philosophy of language},
abstract = {A reflection on the experience of sight, based on a talk given at this workshop (with the same title) by Pär Sundström.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2022,
title = {Anmäld till domkapitlet — ärenden och beslut 2001 — 2019},
author = {Hansson, Per},
year = {2022},
journal = {Svensk kyrkotidning: meddelanden från kyrka, läroverk och universitet},
volume = {1},
number = {118},
pages = {13--20},
language = {swe},
keywords = {anmälan; ämbetsprövning; präst; svenska kyrkan; kyrko- och samfundsvetenskap; studies of churches and denominations; education},
issn = {0346-2153}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2020,
title = {Biskop i Svenska kyrkan - anställning och tillsyn: Promemoria},
author = {Hansson, Per},
year = {2020},
language = {swe},
keywords = {education; kyrkovetenskap; ecclesiology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kjeldsenkarna_2022,
title = {Religionsfag som det muliges kunst eller umulige kompromiser?: De Skandinaviske religionsfags udviklinger siden 1990érne},
author = {Kjeldsen, Karna},
year = {2022},
journal = {Nordidactica},
volume = {2022},
number = {12},
pages = {1--26},
language = {dan},
publisher = {Karlstad : CSD Karlstad},
keywords = {religionsundervisning i norden; læreplaner; kristendom i skolen; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Sweden, Norway and Denmark have for many years separated from most countries in the world by having non-confessional religious education (RE) as timetabled subjects in the public elementary school. This article analyses and compares the official curricula for these subjects from 1994 to 2022 focussing on concepts on religion and culture, objectives, aims and contents, didactical approaches and the status and role of Christianity. The curricula for RE in Norway and Sweden show the largest degree of developments, while RE in Denmark have kept the same official profile during this period. The historical developments of the curricula reflect attempts of balancing between different interests, strategies and traditions. However, these compromises can also result in aspects, which from a critical perspective are problematic when it comes to non-confessional school subjects in multicultural, democratic and secular societies. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2025,
title = {Mediebilder av religion och livsåskådning: Att utmana stereotyper i religionskunskapsundervisning},
author = {Löfstedt, Malin},
year = {2025},
journal = {SO-didaktik},
volume = {16},
pages = {64--71},
language = {swe},
publisher = {: Föreningen SO-didaktik},
keywords = {religionsundervisning; medier; religion; livsåskådning; stereotyper; religionsbeteendevetenskap och praktisk teologi; social sciences of religion and practical theology},
issn = {2002-4525}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2025,
title = {Brittiska religionsdidaktiska approacher: om hur undervisning kan möta ungas livsfrågor},
author = {Osbeck, Christina and Lilja, Annika and Sporre, Karin},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {173--186},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2013,
title = {A Contextual Turn in Research on Religion andEducation?},
author = {Skeie, Geir},
year = {2013},
journal = {Exploring Context in Religious Education Research},
pages = {249--272},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2022,
title = {What happens after death?: Cognitive perspectives on secular complexity and religion education in Sweden},
author = {Visuri, Ingela},
year = {2022},
language = {eng},
keywords = {religion education; secularity; ambiguity; sweden; supernatural},
abstract = {Sweden is often described as a highly secularized country, but we know little of the actual worldviews among youths in Swedish classrooms. The overarching aim of the quantitative study presented in this paper is to investigate ambiguous positions concerning supernatural beliefs among young Swedes, and to consider educational implications of these. The results highlight a central conclusion in the cognitive science of religion, namely that self-declared beliefs are not always aligned with people’s actual thoughts and experiences. These results provide Swedish RE-teachers with interesting opportunities for creating a space where pupils with secular and religious self-images can meet for existential discussions; thus, allowing pupils to use their personal experiences to better understand peers with other worldviews. The term *secular literacy* is moreover introduced to highlight the necessity of studying both secularity and religiosity as complex constructs, to avoid reinforcing the notion of an “Us” and a “Them”.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_brobergmaximilian_2018,
title = {Perspectives:: Mediatized Religious Education},
author = {Broberg, Maximilian and Toft, Audun},
year = {2018},
journal = {Contesting Religion},
language = {eng},
publisher = {: Walter de Gruyter},
keywords = {mediatization – religious education – representations of religion – media materials; sociology of religion; religionssociologi},
abstract = {This chapter presents two empirical case studies of religious education (RE) in Norway and in Sweden. In addition to introducing the Upper Secondary School section of the present volume, the chapter explores how media materials and discourses are being extensively used in a similar fashion as part of RE in both countries. Media materials and discourses serve to both contextualize the content of the subject and to legitimize RE by showing why religion is relevant for contemporary Norwegian and Swedish society; thus, they form an important part of the RE lessons. Applying a mediatization perspective, we argue that this use of media impacts both the choice of topics addressed and the way they are presented, as it inserts various media dynamics into the pedagogical practice of religious education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2015_1,
title = {Constructions of RE teacher knowledge in supervision conferences},
author = {Carlsson, David},
year = {2015},
journal = {Shifting borders in Religious Education},
pages = {40},
language = {eng},
keywords = {religion; teacher knowledge; supervision conferences; teacher education; re teacher},
abstract = {The aim of this paper presentation is to present a tentative analysis of what is constructed as “teacher knowledge” of a RE teacher through supervision conferences in Swedish teacher education. The analysis will discuss different categories related to knowledge, skills and dispositions, needed for a RE teacher to teach in upper secondary school. A theoretical assumption is made that joint talk will construct meaning and, in the present case of studying a teacher education practice, that joint talk (and the analysis of joint talk) will construct scientific knowledge about “RE teacher knowledge”. The analysis is based upon an empirical material generated from observations and transcriptions of six supervisory conferences in Swedish RE teacher education held atsix different schools in five different cities, organized by three different universities in Sweden. Each supervisory conference is a tripartite dialogue, involving a RE student teacher, a RE teacher educator from university and a RE teacher from school. In the methodological design of the study, interviews with all three participants are included, both before and after the supervision conference. An observation of a RE lesson held by the student teacher before all supervision conferences respectively, arealso included. In the presentation a comparison will be included between RE teacher knowledge which is constructed by the triad in the conference talk and knowledge categories in focus when the participants are interviewed individually. To sum up, the presentation will concern a tentative analysis of RE teacher knowledge through the construction of categories based upon observations of a teacher education supervision practice and interviews with the participants.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2020,
title = {Widening Our Scope from “Maximalists” to More Ordinary Practitioners?},
author = {Berglund, Jenny},
year = {2020},
journal = {Kvinnligt religiöst ledarskap},
pages = {313--324},
language = {eng},
publisher = {Huddinge : Södertörns högskola},
keywords = {religious education; islam; nadia nadim; sports etnogfaphy}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023_1,
title = {International and Swedish Periodicals as A Tool for Disseminating Pedagogical Ideas of Sustainable Development},
author = {Chorna, Viktoriia},
year = {2023},
journal = {International and Swedish Periodicals as A Tool for Disseminating Pedagogical Ideas of Sustainable Development},
language = {eng},
publisher = {: ETCONF},
keywords = {religion; primary education; education for sustainable development; historical studies; historiska studier},
abstract = {Mass media always was (and still is) a very platform to form public opinion and to express own position on important social issues. In the context of this study, it is especially very important because the role of specialized newspapers or magazines during the last century cannot be overestimated.The beginning of the XX century is characterized by the big pace of development of economics, science, technologies, and education (obviously). In archives we can find many magazines, and newspapers of different thematic focuses, including education and religion.Journals and Newspapers always were (and still are) a very platform to form public opinion and to express own position on important social issues. In the context of this study, it is especially very important because the role of specialized newspapers or magazines during the last century cannot be overestimated.The beginning of the XX century is characterized by the big pace of development of economics, science, technologies, and education (obviously). In archives we can find many magazines, and newspapers of different thematic focuses, including education and religion.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2013,
title = {Religion & populärkultur},
year = {2013},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap (FLR)},
keywords = {religion; populärkultur; apokalyptik 2012; kursplaner 2011},
abstract = {FLRs årsbok behandlar temat Religion och populärkulturella fenomen av olika slag. Sju olika författare skriver om föreställningarna om världens undergång och apokalyptik 2012, om Populärkulturella revoltdramer med en studie av bl.a. Hungerspelen samt om Engelsfors-trilogin. Så har två forskare skrivit om hip hopkultur, dels om hip hop som hybrid spiritualitet , dels om hip hop som motstånd, ett kapitel behandlar stålmannen ur ett historiskt perspektiv där tecknade serier ses som en ingång till amerikansk-judisk kulturhistoria. Boken avslutas med två kapitel där det ena fokuserar på Esaias Tegnér och hans kultursyn och det sista kapitlet diskuterar mytbildningen kring mayakulturen och föreställningarna om världens undergång i samband med mayakalenderns slut 2012 samt hur detta kan användas i undervisning kring livsfrågor kopplat till populärkultur.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2004,
title = {Försök till en ontologisk förståelse av undervisning},
author = {Bengtsson, Jan},
year = {2004},
journal = {I J. Bengtsson (red.). Utmaningar i filosofisk pedagogik},
pages = {17--39},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {teaching; ontology; definitions; etymology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2014,
title = {Vad är religion i svenska religionskunskapsböcker?},
author = {Berglund, Jenny},
year = {2014},
journal = {Religion och Livsfrågor},
volume = {3},
pages = {6--8},
language = {swe},
keywords = {religion; religionskunskap; lutersk protestantism; historical studies; historiska studier},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2018,
title = {Existential Questions in Religious Education: Opening up Discussions in Upper Secondary School},
author = {Kittelmann Flensner, Karin},
year = {2018},
journal = {Challenging Life},
pages = {397--415},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {pedagogics}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2025,
title = {In defence of Christianity: The 1963 petition and religious education in Sweden's new upper secondary schools},
author = {Hellström, Emma},
year = {2025},
journal = {Historisk Tidskrift},
volume = {3},
number = {145},
pages = {3},
language = {eng},
publisher = {: Svenska Historiska Föreningen},
keywords = {sweden; the sixties; christianity; upper secondary school; news papers; democracy; secularisation},
abstract = {This article challenges the idea that the 196os marked a clear division in Sweden between the religious and secular worlds, using the example of the debate about religious education in upper secondary schools. In 1963 it was suggested less time be spent on religious education, whereupon a vocal Christian faction launched a petition against what they considered the de-Christianisation of society, gathering 2.1 million signatures in just over two months. The article examines the reaction of cultural radicals to the Christian opposition. Using a range of national as well as local newspapers, including Church of Sweden and Free Church publications, and a Gramscian-inspired concept of hegemony, the article shows that despite differences within the Christian faction, there was a unified response when Christianity's position in schools was threatened. Instead of infighting, they focused on their shared objective: affirming Christianity's societal significance. They argued that knowledge of Christianity was a fundamental democratic right, crucial for religious freedom, and to further justify its place in the modern welfare state they pointed to the universality of Christian ethics, which they said were essential for a functioning democracy, as a counterweight counterbalance to the growing focus on utility maximisation. Cultural radicals, meanwhile, questioned whether granting the monopoly in schools to a particular worldview could ever align with democratic values and freedom of religion. Some acknowledged Christianity's cultural significance but rejected its ethical principles as universal or essential for human coexistence. An analysis of the 1963 debate and the defence of Christianity during this period challenges the notion that the 196os saw a clear break between the religious and secular worlds. Rather, the Christian faction sought to adapt Christianity to a changing society, hoping it would continue as the foundation of a common ethical language in modern democratic life.},
issn = {0345-469X}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hylntorsten_2012_1,
title = {Essentialism in religious education: Some reflections on a didactical problem},
author = {Hylén, Torsten},
year = {2012},
language = {eng},
keywords = {religious education; essentialism; concept of religion; benson saler; intercultural studies; interkulturella studier},
abstract = {In spite of the fact that essentialist views of religion have been debated for decades in other parts of the world, e.g. in the USA, it is only recently that such ideas have been contested in Sweden. Furthermore, it is mainly in academic circles that non-essentialist ideas of religion have been promoted.In this paper I intend to present an outline of an article where I argue that essentialist views on religion are indeed highly problematic, but are still widespread in many parts of Swedish society, not least in religious education in the schools. I will also suggest alternative views of religion and propose a hermeneutical approach to teaching religion that might help to overcome the problem of essentialism.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbrinkpeter_2015,
title = {Unpacking postnormativity in religious and civic education: Coming to an early end?},
author = {Strandbrink, Peter},
year = {2015},
journal = {Crossings and crosses},
pages = {155--169},
language = {eng},
publisher = {Boston : Walter de Gruyter}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2023,
title = {Att resonera om vardagliga moraliska frågor - som utanförskap och gemenskap},
author = {Osbeck, Christina},
year = {2023},
journal = {Religioner, livsåskådningar och etik: För lärare årskurs 4-9 och gymnasiet},
pages = {239--250},
language = {swe},
publisher = {Lund : Gleerups},
keywords = {grundskolan; gymnasieskolan; religionskunskap; religionsundervisning; education; elementary; elementary schools; secondary; high schools; religious education; religion - study and teaching; livsåskådning; religiös etik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2023,
title = {Livsfrågor - om existens och mening - nu och då},
author = {Sporre, Karin and Osbeck, Christina and Kärnebro, Katarina and Lilja, Annika},
year = {2023},
journal = {Religioner, livsåskådningar och etik: För lärare årskurs 4-9 och gymnasiet},
pages = {187--198},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {grundskolan; gymnasieskolan; religionskunskap; religionsundervisning; education; elementary; elementary schools; secondary; high schools; religious education; religion - study and teaching; livsåskådning; religiös etik}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_krausanja_2023,
title = {A Person’s Freedom Ends Where Another Person’s Freedom Begins - On Personal Freedom in Soundscapes},
author = {Kraus, Anja},
year = {2023},
language = {eng},
publisher = {European Educational Research Association},
keywords = {humanities and social science education; de estetiska; humanistiska och samhällsvetenskapliga ämnenas didaktik},
abstract = {An indispensable aspect of citizenship education is the individual’s (physical) integrity and maximum possible freedom to act. How can personal freedom be protected and effectively supported, not only in reality but also in hyperreality? Democracy, or in pedagogical contexts citizenship education, is usually connected to ‘free speech’, or to giving power to citizenry to voice dissent against despotic rulers Diana C. Mutz (2006) and others describe ‘echo chambers’ in social media. Meant are enclosed spaces, in which a majority of people tends to surround themselves with like-minded people by reinforcing each other in their own position. Then, a blurring of the difference of reality and its simulation takes place. Jean Baudrillard (1994) explains such blurring as ‘hyperreality’ that makes the ethical dimension of free speech, namely to respect another person’s freedom, barely perceivable. How can personal freedom be protected and effectively supported in a hyperreal context? By interpreting an online-game as ‘soundscape’ (Southworth 1969, Schafer 1977) in this presentation ‘place-responsive practice’ (Cameron 2003 and Waldenfels 1994) will be investigated in ‘hyperreal contexts.’}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_undsethbakkesidsel_2016,
title = {Critical events challenging human rights and values as part of religious education},
author = {Undseth Bakke, Sidsel and Skeie, Geir and Husebø, Dag and Lund Johannessen, Øystein and von Brömssen, Kerstin},
year = {2016},
language = {eng},
abstract = {The symposium takes the terror attacks of 22. July 2011 in Norway as a starting point for reflection on the position of values and human rights in religious education. Actions of terror directed against democracy and diverse societies are a challenge to education as a democratic and critical enterprise. It is also a challenge to understand, reflect on and work with experiences of terror and the collective memory linked to such events. The papers in this symposium approach the issue from different angles and in different ways, but a common question asked in this symposium is how religious education can and should respond to acts of terror directed against basic societal and cultural values and human rights.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_trulssonsa_2020,
title = {”Visa vad som är bra med oss”: Unga muslimska tjejers rörelse genom vardagens meningslandskap},
author = {Trulsson, Åsa},
year = {2020},
journal = {Existentiella frågor i barns och ungas liv},
pages = {94--112},
language = {swe},
publisher = {Malmö : Föreningen Lärare i religionskunskap},
keywords = {skola; islam; meningskapande; study of religions; sociologi med utbildningsvetenskaplig inriktning; sociology education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_1,
title = {Perspektiv på religionskunskap i svensk skola},
year = {2014},
language = {swe},
publisher = {Föreningen lärare i religionskunskap (FLR)},
keywords = {religionskunskap läroplan för grundskola och gymnasieskola; kursplan i religionskunskap; religion; livsfrågor; religionsfrihet; barns rättigheter; religiös tolkning; religionsdidaktik},
abstract = {I Årsboken 2013 utgiven av Föreningen lärare i religionskunskap anläggs olika perspektiv på årets tema som handlar om religionsundervisning i svensk skola. Sex religionsforskare och lärarutbildare skriver utifrån bl.a. ett östeuropeiskt perspektiv, , ett europeiskt perspektiv samt en jämförelse mellan dansk och svensk undervisning i religionskunskap för gymnasiet. Vidare återfinns här tre kapitel där i det ena religiös tolkning och befrielse från religionsundervisning kopplat till barns rättigheter diskuteras, i ett annat kapitel diskuteras livsfrågepedagogiken som viktigt i en sekulariserad värld och i ett avslutande kapitel lyfts bild och estetik fram som ett verktyg att utveckla kritiskt tänkande i en didaktiskt medveten undervisning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_5,
title = {Pedagogik är teologi: Ett panelsamtal},
author = {Aldrin, Viktor},
year = {2018},
language = {swe},
keywords = {praktisk teologi; religionspedagogik; religionsdidaktik; svenska kyrkan}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2016,
title = {Tema Hållbar utveckling},
author = {Kittelmann Flensner, Karin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {1},
number = {16},
pages = {4--5},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religion; hållbar utveckling; religionsundervisning; educational science},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2018_1,
title = {Reason and Emotion: How Teachers Respond to Ethical Problems},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2018},
journal = {ATINER'S Conference Paper Series},
pages = {1--14},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {moral education; ethics education; social intuitionist model; jonathan haidt; ethics and education; teacher ethics; moral reasoning},
abstract = {Teachers frequently face ethical problems in their everyday practice – ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – and they are expected to respond to such problems in a professional manner. Given the centrality of the ethical dimension to the teaching profession, an important question is how teachers tend to approach such problems. While some studies have been carried out regarding how teachers in particular approach ethical problems, there are interesting studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Aiming to fill parts of this gap, the present paper is based on a survey of Swedish teacher students and religious education (RE) teachers for which we have borrowed two examples from such general studies (carried out by Jonathan Haidt among others). These examples were chosen on the basis that one of them clearly represent a social taboo in a Swedish context while the other one does not. Letting the teacher students and RE teachers respond to both examples give us an indication of whether there is any significant difference in their approach to an example evoking a strong emotional reaction as opposed to a more neutral one. It is clear from our survey that there is such a difference: the respondents generally make rationally motivated judgments when confronted with the neutral example, while most of them seem to rely on gut feeling in the more provoking case. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, a provoking or emotionally laden context is likely to enhance the risk of making ethical choices which are not based on rational reasoning. We argue that these results emphasize the importance for teacher students as well as already practicing teachers to study, and cultivate the ability for, moral reasoning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2014,
title = {The Value of RE for Citizenship Education According to Swedish RE-Teachers – multiculturalism and individual thinking},
author = {Liljestrand, Johan},
year = {2014},
language = {eng},
abstract = {The purpose of Religious Education (RE) in Sweden is to teach about religion and to present a comprehensive view of different traditions. However, this assignment can be interpreted in different ways by different RE teachers with different consequences for the education of citizens. In this contribution RE-teachers are considered as socialization agents representing an important part of the enacted curriculum. The purpose of this contribution is to explore Swedish RE teachers’ notions of citizenship education in relation to RE as a subject in the compulsory school, with special reference to education for democratic citizenship. A second purpose is to analyze possible implications for civic social action. In order to explore how teachers interpret their assignment, a semi-structured interview study was carried out and data were categorized according to content analysis. The theoretical point of departure was based on the pragmatic analysis of (potential) moral political consequences. A (preliminary) categorization of the teachers’ responses was developed according to the following themes: learning democratic values from religions; learning to cope with differences; learning for correcting prejudices; acquiring tools for a personal political.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vestljonmagne_2016,
title = {On teaching what cannot be said: Reflections on the role of the unsayable in religious education},
author = {Vestøl, Jon Magne},
year = {2016},
journal = {Nordidactica},
volume = {2016},
pages = {1--21},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; religion; transcendence; experience; textbooks; religious studies and theology},
abstract = {This paper discusses how religious education can address the aspects of religion that transcend the limits of verbal communication. It draws on empirical data from group interviews with young Norwegian members of the Catholic and Lutheran Churches. The young informants reflect on aspects of religion that seem to exceed the limits of language and suggest that how religious education deals with these elements needs to be improved if it is to promote respect and understanding for religion and believers. Excerpts from the material are discussed in the light of theological and philosophical perspectives on the unsayable. Finally, possible pedagogical approaches to facilitate the understanding of and dealing with the handling of non-verbal aspects of religious faith are explored, including the use of philosophical perspectives, experiences from art and music and empirical descriptions of religious experience.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2002,
title = {Calling for a humanistic educational environment in school”. Dialog mellan professorerna Kang Jian vid Pekings universitet och Jan Bengtsson vid Göteborgs universitet (publicerad på kinesiska)},
author = {Bengtsson, Jan},
year = {2002},
journal = {China Education Resources (Kina)},
volume = {3},
number = {27},
pages = {3},
language = {chi},
keywords = {livsvärldsfenomenologi; elevperspektiv}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_holmqvistlidhcarina_2016,
title = {Representera och bli representerad: Elever med religiös positionering talar om skolans religionskunskapsundervisning},
author = {Holmqvist Lidh, Carina},
year = {2016},
language = {swe},
publisher = {Karlstads universitet},
keywords = {religious education; students; religious positioning; identity; non-confessional; neutrality; representation; critical discourse analysis; secular; religionskunskapsundervisning; elever; religiös positionering; identitet icke-konfessionell; neutralitet; kritisk diskursanalys; sekulär},
abstract = {Hur kan lärare på bästa sätt möta elever med religiös positionering i religionskunskapsklassrummet? Hur kan undervisningen utformas för att ge religiösa traditioner en framställning som elever med religiös positionering kan acceptera, relatera till och kanske också lära nytt av?Den här religionsdidaktiska studien handlar om hur elever som positionerar sig inom muslimsk, kristen, buddhistisk och judisk tradition talar om skolans religionskunskapsundervisning. Studien berör tre teman. För det första undersöks mötet mellan undervisningsinnehåll och elevernas erfarenheter av sin egen religiösa tradition och tro. För det andra riktas uppmärksamheten mot hur eleverna talar om sina erfarenheter av att vara eller att förväntas vara representant för sin egen tradition i undervisningen. Ett tredje tema handlar om hur eleverna beskriver ramar och förutsättningar för religionskunskapsundervisningen. Intervjumaterialet har analyserats med hjälp av kritisk diskursanalys. Resultaten visar bland annat att eleverna har svårt att känna igen och relatera till sin egen tradition i undervisningen. De befarar att undervisningen snarare förstärker än dekonstruerar stereotypa föreställningar om religion och religiöst liv. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008,
title = {Religious Education in Sweden and Norway. Negotiating religious and world-view plurality in RE},
author = {Osbeck, Christina},
year = {2008},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2017_1,
title = {Att låna ut en kyrka: Kyrkliga perspektiv på skolavslutningar i kyrkan},
author = {Aldrin, Viktor},
year = {2017},
language = {swe},
keywords = {skolavslutning; kyrka; konflikt; skolverket; hållbar utveckling; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2021_2,
title = {Religionsdidaktiska perspektiv},
author = {Berglund, Jenny},
year = {2021},
journal = {Religionshistoria},
pages = {241--264},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {religionsdidaktik; praxisnära; religionskunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2015_1,
title = {Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp},
year = {2015},
language = {swe},
publisher = {Högskolan i Gävle}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_orstfebe_2006,
title = {Processutvärdering som didaktiskt instrument},
author = {Orést, Febe},
year = {2006},
journal = {Nya mål?},
pages = {69--76},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {religionsdidaktik},
abstract = {Artikeln är en analys av processutvärdering som didaktiskt instrument, där den kognitiva kunskapsutvecklingen också visar sig som en personlig utveckling på en emotionell nivå.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nygrenthomas_2022,
title = {Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap},
author = {Nygren, Thomas and Löfstedt, Malin and Tväråna, Malin and Kramming, Kajsa and Bengtsson, Stefan and Arrhenius, Mattias and Thorp, Robert},
year = {2022},
journal = {Nordidactica},
volume = {3},
number = {12},
pages = {122--148},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {teacher students; comparative subject didactics; social studies education; civics; geography; religion; lärarstudenter; komparativ ämnesdidaktik; samhällsorienterande ämnen; samhällskunskap; geografi; curriculum studies; subject-specific education},
abstract = {In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_8,
title = {Varför behövs religionskunskap? Om existentiell frigörelse, kritiska perspektiv på religionsundervisning och vår sekulära samtid},
author = {Franck, Olof},
year = {2018},
journal = {En timme på Pedagogen},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2012,
title = {Ett nytt innehåll i gymnasieskolans religionskunskap?},
author = {Lindskog, Annika},
year = {2012},
journal = {Att undervisa om religion och vetenskap: med grund i ämnesplanen för religionskunskap},
pages = {13--24},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_6,
title = {Skolavslutningar i kyrkan och spelet om religion i svensk skola},
author = {Aldrin, Viktor},
year = {2018},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {end of term ceremonies; religion; school; debates; church of sweden; swedish national agency for education; skolavslutningar i kyrkan; skola; debatt; svenska kyrkan; skolverket; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Skolavslutningar i kyrkan har vållat stor debatt sedan 1990-talet i Sverige. Men bruket av skolavslutningar i kyrkan är äldre än så. Det kan åtminstone spåras tillbaka till senare delen av 1800-talet. Kritiken mot fenomenet på en nationell nivå startade troligen år 1996 i samband med ett beslut i Uddevallas kommun om att förbjuda skolavslutningar i kyrkan. Beslutet togs för att främja mångfald – en mångfald som då betydde att bereda större plats för humanister med icke-religiös livsåskådning. Men snart kom argumentet om mångfald istället att tolkas som att hänsyn togs till muslimer vilka skapade problem för en svensk tradition.Denna bok har haft till syfte att undersöka skolavslutningar i kyrkan. Dessa rymmer emellertid även något mycket mer komplext än själva bruket: förhandlingar och omförhandlingar om religionens plats i skolan och då framför allt kristendomens plats i grundskolans obligatoriska utbildning (utöver skolämnet religionskunskap). Studien täcker perioden från 1990-talet och fram till år 2016. En stor mängd material har använts för att undersöka skolavslutningar i kyrkan, såsom exempelvis databaser, protokoll, riktlinjer, debattartiklar, motioner, lagar och läroplaner. Det saknas i stort sett tidigare forskning om fenomenet, förutom vissa omnämnanden i studier om bland annat Svenska kyrkans förändrade roll under 2000-talet. Studien är därför tänkt att bidra med dels fakta, dels teoretiska tolkningar för att söka förstå dessa fakta.Resultatet av studien visar att skolavslutningar i kyrkan är komplexa. Det handlar inte enbart om huruvida de ska vara tillåtna eller inte. I stället handlar det om olika fakta som krockar, lagtexter som ger motsatta instruktioner och underliggande meningar som har skilda utgångspunkter. En sammanfattning av studiens resultat blir därmed svår att genomföra utan att falla i den fälla som fenomenet så ofta hamnar i: att ta ställning antingen för eller emot (något som boken inte gör). Skolavslutningar i kyrkan handlar inte endast om för eller emot trossamfundet Svenska kyrkans närvaro i svensk skola, utan även om synen på vilka kunskaper en elev i dagens skola behöver för att leva i det globala samhälle som Sverige håller på att kliva in i. Skolavslutningen i kyrkan betraktas i studien som en spelplan där dessa diskussioner förs och där olika ideal krockar, förhandlas och omförhandlas. Sakfrågor som har debatterats på denna spelplan har rört den icke-konfessionella skolan i en konfessionell kyrklig miljö, kyrkobyggnaden som lokal, prästens roll som ledare, elevens närvaro, religiösa symboler, religiösa handlingar vid skolavslutningen samt psalmsång som diskriminering.Förutom att den beskriver debatten om skolavslutningar i kyrkan och tar fram fakta om dessa, går det att dra några övergripande slutsatser utifrån studien: den första är att skolavslutningar i kyrkan har både minskat och ökat i antal genom åren, den andra är att det finns en konkurrens mellan skolmyndigheterna och Svenska kyrkan om religionens betydelse för eleverna, och den tredje slutsatsen är att skolmyndigheternas religionsbegrepp är sekulärt och krockar med Svenska kyrkans syn.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2017_2,
title = {Negotiations on Religion: Young peoples' articulations on religion in a diverse society},
author = {von Brömssen, Kerstin},
year = {2017},
language = {eng},
keywords = {diversity; religion; youth; negotiations; discourses; ’identity-work’; educational science},
abstract = {As flows of people are more common than ever in our times, challenges are put on individuals to put up with a complexity of ideas, values and lifestyles (Castells, 1997). This also means that identities are challenged and has to be negotiated, for many in new surroundings with new traditions, cultures, religions and languages. The concept of negotiation can be used to underline the dynamic processes in constructing linkages between traditions and individuality (cf Østberg, 2003; von Brömssen, 2003). In this paper I will focus discursive constructions and negotiations on 'religion' articulated by three young people age 14 and 15 in Sweden; two boys who position themselves as Muslims and one girl from the Buddhist tradition. The data has been constructed in individual interviews and analyzed from a discourse theoretical approach (Wetherell, Taylor & Yates, 2001). The research suggests that young people do intensive "identity work" (cf Ziehe, 1993) and articulate reflexive knowledge about cultural and religious pluralism, but also that this requires an advanced translational capacity. It also shows, albeit with some variations, that religion as a source of identity is apparent for many young people. This work links to a research proposal on work in a South-North perspective on issues on young people, religion, teaching and education as well as the conference theme "Education in an era of decolonization and transformation".}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2016,
title = {Young students memory and reflections on the 22/7, 2011 terror attacks in Norway},
author = {von Brömssen, Kerstin},
year = {2016},
journal = {The 2nd Biennial JustEd Conference},
pages = {2--3},
language = {eng},
publisher = {Helsinki : University of Helsinki},
keywords = {critical events; extremism; the "dark internet"; islamophobia; multiculturalism; educational science},
abstract = {Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011 Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about “the dark Internet”. This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden and Norway. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples’ knowledge and possible reactions when confronting messages like those Anders B Breivik expressed. Where do young people meet such messages today and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, and ultimately teaching concerning Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples’ reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies in the Nordic society. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2016_1,
title = {Young students memory and reflections on the 22/7 terror attacks in Norway},
author = {von Brömssen, Kerstin},
year = {2016},
journal = {Nordic Youth Research Symposium},
pages = {137--137},
language = {eng},
publisher = {Trollhättan : Högskolan Väst},
keywords = {reflections; students; terror attacks; norway; educational science},
abstract = {Young students memory and reflections on the 22/7 terror attacks in Norway Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011, Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about the dark Internet . This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden, Norway and Finland. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples knowledge and possible reactions when confronting messages like those AndersB Breivik expressed. Where do young people meet such messages and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ubanimartin_2015,
title = {Finnish Class Student Teachers´ Perceptions of Religious Education},
author = {Ubani, Martin and Kallioniemi, Arto and Poulter, Saila},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {74--93},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; teacher education; primary school teachers; student teachers; religious studies and theology},
abstract = {In this article we explore the perceptions of religious education of Finnish class teacher students. The research questions are: (1) What makes RE an important, positive or negative subject?(2) How the students perceive RE? (3) How do students differ in their attitudes towards RE: (a) in different institutions, (b) based on the personal level of significance of religion, and(c) depending on gender?The data was gathered with a survey that included qualitative open-ended questions and a quantitative section. The data was collected from students (N= 538) in eight teacher education institutions in Finland. According to the study most of the students view religious education as an important subject. They emphasize elements such as education in ethics and values, acquirement of cultural skills and the pupils’ growth as factors that make the subject important. In addition, the student teachers view the subject mostly in positive or neither positive nor negative terms. Pedagogical practice was considered both the solution and problem among the students when they evaluated the aspects that make RE positive and negative. There were some results connected to the personal significance and the location of the teacher education institution. However, gender and age did not make much of a difference to these perceptions.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_2,
title = {Kyrkliga strukturer och platsbundna kulturer: Vilhelmina pastorat 200 år},
year = {2014},
language = {swe},
publisher = {Luleå stiftshistoriska sällskap},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2021,
title = {Att undersöka historiska övergrepp: Arjeplogs lappskola vid 1800-talets början},
author = {Lindmark, Daniel},
year = {2021},
journal = {Vardagsliv i kåta och stuga},
pages = {191--212},
language = {swe},
publisher = {Umeå : Johan Nordlander-sällskapet},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2013,
title = {Colonial Encounter in Early Modern Sápmi},
author = {Lindmark, Daniel},
year = {2013},
journal = {Scandinavian Colonialism and the Rise of Modernity},
pages = {131--146},
language = {eng},
publisher = {New York : Springer},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2019,
title = {Folkundervisning och läskunnighet},
author = {Lindmark, Daniel},
year = {2019},
journal = {Utbildningshistoria},
pages = {77--92},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2024,
title = {Folkundervisning och läskunnighet},
author = {Lindmark, Daniel},
year = {2024},
journal = {Utbildningshistoria},
pages = {63--78},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2015_1,
title = {Hemundervisning och läskunnighet},
author = {Lindmark, Daniel},
year = {2015},
journal = {Utbildningshistoria},
pages = {69--82},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2017,
title = {Magisk materialitet och transnationell läserfarenhet: historiografiska perspektiv på skriftkulturens utveckling},
author = {Lindmark, Daniel},
year = {2017},
journal = {Thule - Kungl. Skytteanska Samfundets årsbok},
pages = {115--136},
language = {swe},
publisher = {Umeå : Kungl. Skytteanska samfundet},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education},
issn = {0280-8692}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2019_1,
title = {National traditions of educational research in Sweden},
author = {Lindmark, Daniel},
year = {2019},
journal = {Religion and educational research},
pages = {37--50},
language = {eng},
publisher = {Münster & New York : Waxmann Verlag},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_strmelmersjhenrik_2025,
title = {Utbildning och religion i historiska perspektiv: en introduktion},
author = {Åström Elmersjö, Henrik and Larsson, Anna and Norlin, Björn},
year = {2025},
journal = {Utbildning och religion i historiska perspektiv},
pages = {11--18},
language = {swe},
publisher = {: Artos & Norma bokförlag},
keywords = {utbildning; religion; historia med utbildningsvetenskaplig inriktning; history of education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2001_1,
title = {Editorial},
author = {Bengtsson, Jan},
year = {2001},
journal = {Nordisk Pedagogik},
volume = {3},
number = {20},
pages = {129--133},
language = {eng},
keywords = {filosofisk pedagogik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2002_1,
title = {Life-world pedagogy: A new perspective on the tradition of Western pedagogical research},
author = {Bengtsson, Jan},
year = {2002},
journal = {Social Sciences Abroad (kinesiska)},
volume = {4},
pages = {32--36},
language = {und},
keywords = {livsvärldsfenomenologi; empirisk forskning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2001_2,
title = {Pedagogik och filosofi. Installationsföreläsning vid Göteborgs universitet den 7 april 2001},
author = {Bengtsson, Jan},
year = {2001},
journal = {UFN-Aktuellt},
volume = {8},
pages = {8--10},
language = {swe},
keywords = {pedagogisk forskning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995,
title = {Självreflektionens möjligheter och gränser i läraryrket},
author = {Bengtsson, Jan},
year = {1995},
journal = {Nordisk Pedagogik},
volume = {2},
number = {15},
pages = {72--87},
language = {swe},
keywords = {reflektion; lärare}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006_1,
title = {The many identities of pedagogics as a challenge. Towards an ontology of pedagogical research as pedagogical practice},
author = {Bengtsson, Jan},
year = {2006},
journal = {Educational Philosophy and Theory},
volume = {2},
number = {38},
pages = {115--128},
language = {eng},
keywords = {education; theory of science; ontology; life-world}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1993,
title = {Theory and Practice. Two Fundamental Categories in the Philosophy of Teacher Education},
author = {Bengtsson, Jan},
year = {1993},
journal = {Educational Review},
volume = {3},
number = {45},
pages = {205--211},
language = {eng},
keywords = {fenomenologi; livsvärld; lärare; teori; praktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_1,
title = {Theory and Practice. Two Fundamental Categories in the Philosophy of Teacher Education},
author = {Bengtsson, Jan},
year = {1995},
journal = {European Journal of Teacher Education},
volume = {2},
number = {18},
pages = {231--238},
language = {eng},
keywords = {lärare; lärarutbildning; teori; praktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1997_1,
title = {Ut ur solipsismens mörka hörn... Geijers personlighetsfilosofi},
author = {Bengtsson, Jan},
year = {1997},
journal = {Ord och Bild},
volume = {3},
number = {106},
pages = {60--63},
language = {swe},
keywords = {intersubjektivitet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1994,
title = {Vad är reflektion? Om reflektion i läraryrke och lärarutbildning},
author = {Bengtsson, Jan},
year = {1994},
journal = {Didaktisk Tidskrift},
volume = {1},
number = {4},
pages = {21--32},
language = {swe},
keywords = {reflektion; lärare}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_2,
title = {What is reflection? On reflection in teacher profession and teacher education},
author = {Bengtsson, Jan},
year = {1995},
journal = {Teachers and Teaching},
volume = {1},
number = {1},
pages = {23--32},
language = {eng},
keywords = {reflektion; lärare}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nielsencarla_2022,
title = {Forberedende bemærkninger til en eksistensdidaktik inden for undervisningsemnet etik i kristendomskundskab i den danske grundskole},
author = {Nielsen, Carla},
year = {2022},
journal = {Nordidactica},
volume = {2022},
number = {12},
pages = {1--13},
language = {dan},
publisher = {CSD : CSD Karlstad},
keywords = {existencial ethics; religious education; hartmut rosa; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {The paper addresses ethics education, which is a compulsory part of the subject Christianity (kristendomskundskab) in the Danish public school (primary and lower secondary education). It will be argued that an existential content related to religion and ethics is essential for the students understanding of what it means to be a human being in the world. The paper draws on Hartmut Rosa’s concepts of the ‘uncontrollable’ and ‘resonance’, which offer an existential perspective on modern man’s possible way of relating to the world. The paper outlines the purpose of teaching ethics and discusses the tension between the religious dimension, curriculum objectives, and general education. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gunnarssongunnarj_2017,
title = {From religious homogeneity to secularization, diversity and pluralism},
author = {Gunnarsson, Gunnar J},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {1--26},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; secularization; religious diversity; pluralism; multicultural education; research in iceland; religious studies and theology},
abstract = {In the article three Icelandic research projects are examined, two doctoral theses and one master’s thesis, with a view to mapping the knowledge that those projects have created while also considering what knowledge is lacking in the field of research in religious education in Iceland. The selected projects are chosen on the basis of their focus on religious education at schools, and they are examined from the perspective of what knowledge they have provided and what conclusions can be drown from their results about the status and role of religious education in compulsory schools in Iceland. Research in the field of religious education in Iceland has been rather limited, and the question arises, what knowledge is available in that area in the country? All three projects reflect the development of Icelandic society from being relatively homogeneous in religious matters to growing secularization and increasing religious diversity and pluralism. Although their objectives are different, they clearly show how the development of the society affects emphases in the school’s religious education. Therefore their results and discussion provide a foundation of knowledge on religious education in compulsory schools in Iceland or other multicultural societies. In the first projects the historical development in Iceland is described and compared with the development in the other Nordic countries (Denmark, Norway and Sweden) and it effectively creates the background for the other projects. The development of Christian and religious education in Iceland is shaped by the development of the society. In the two other research projects the conclusion is that religious education must take into account the increasing diversity and put the students and their diverse experiences in focus. The emphasis is placed on the idea that the approach to religious education needs to be multicultural, precisely because there are students in the schools with different cultural and religious backgrounds and experiences. It is necessary to take this into account, since factors such as family, home and school affect each other.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fahlnmarie_2013,
title = {Barn och det mångreligiösa samhället},
author = {Fahlén, Marie},
year = {2013},
journal = {Barns livsvillkor: i mötet med skola och fritidshem},
language = {swe},
publisher = {: Studentlitteratur},
keywords = {barn och religion; religion; mångkultur; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Kapitlet "Barn och det mångreligiösa samhället" i antologin "Barns livsvillkor" beskriver de utmaningar som lärare ställs inför i det samtida skolväsendet (med fokus på fritidshem) vad gäller barn med olika religiösa bakgrunder, på samma gång som läroplanen förordar en konfessionsfri skola.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_4,
title = {Religionskunskap 1. Om mening, värde och tro.},
author = {Franck, Olof},
year = {2014},
language = {swe},
publisher = {Studentlitteratur}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2016_1,
title = {Aims in Religious Education: learning in(-to), about or from religions – or through religions},
author = {Lindskog, Annika},
year = {2016},
journal = {ISREV; International Seminar on Religious Education and Values, Chicago 2016},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_guggenmosesthermaria_2025,
title = {How to teach young adults life orientation today? New approaches from Taiwan and Hong Kong},
author = {Guggenmos, Esther-Maria and Lu, Yulin},
year = {2025},
journal = {Föreningen Lärare i religionskunskap. Årsbok},
number = {56},
pages = {139--152},
language = {eng},
publisher = {: Föreningen lärare i religionskunskap},
abstract = {Since the late 1990s, a new school subject has emerged in Taiwan and Hong Kong, called “Life Education” (shengming jiaoyu 生命教育) that resembles Swedish forms of livskundskap. Inspired by the desire to assist students in their search for orientation in life and to counteract the alarmingly high suicide rate among young people in a success-driven society, Taiwan’s Ministry of Education has worked continuously over the past 30 years to create space for reflection and self-development in schools. In secondary high schools, Life Education has become a credit-bearing course informed by philosophical and religious thought. While religion has been considered a private matter for decades, with this school subject, reflections about religious thought and practice, as well as religious organisations, are becoming present at schools. How can we contextualise this development? To what extent is “religion” present in Life Education schoolbooks? And can this development be instructive for other religiously plural and hybrid contexts? We trace this development through a historical overview of the emergence of this initiative in Taiwan and Hong Kong and illustrate its characteristics by analysing the representation of Buddhism in schoolbooks from Taiwan and Hong Kong, drawing on our ongoing research at Lund University on Life Education. The contribution concludes with a reflection on the relevance of Life Education for teaching religion in religiously superdiverse contexts.},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2023,
title = {Religion och religionsundervisning ur ett internationellt perspektiv},
author = {von Brömssen, Kerstin and Niemi, Kristian},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {41--50},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {religionsundervisning; mellanstadiet; gymnasiet; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonhkan_2025,
title = {Berättelser, livsfrågor och religösa texter},
author = {Bengtsson, Håkan and Löfstedt, Malin},
year = {2025},
journal = {Barn i religionernas värld 2 uppl},
pages = {85--108},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {berättelser; religiösa texter; livsfrågor; religionsbeteendevetenskap och praktisk teologi; social sciences of religion and practical theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2011,
title = {Kista folkhögskola - den första muslimska folkhögskolan},
author = {Aman, Robert},
year = {2011},
journal = {Mångfaldig (folk)bildning för det offentliga samtalet?},
pages = {49--67},
language = {swe},
publisher = {Stockholm : Folkbildningsrådet},
keywords = {non-formal education; minorities; folkbildning; minoriteter},
abstract = {Denna rapport är resultatet av ett ettårigt forskningsprojekt som Folkbildningsrådet finansierat. Projektet har genomförts av en grupp forskare vid Linköpings universitet: Lisbeth Eriksson, Martin Lundberg, Thomas Winman och Robert Aman.Forskarna undersöker hur olika religiösa och etniska gruppers skapande av “egna” folkbildande verksamheter kan förstås. I rapporten beskrivs de processer som lett fram till etablerandet av Kista folkhögskola, Agnesbergs folkhögskola, studieförbundet Ibn Rushd samt Samernas utbildningscentrum.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2020,
title = {Supernatural experiences and autistic embodiment},
author = {Visuri, Ingela},
year = {2020},
journal = {Religion. Tidsskrift for Religionslærerforeningen for Gymnasiet og HF},
volume = {1},
pages = {51--62},
language = {eng},
keywords = {religion; spirituality; autism; religion and education; intercultural studies; interkulturella studier},
issn = {0108-4488}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rubinlars_2000,
title = {Engagemang i Lutherhjälpen : studier av motiv och drivkrafter hos frivilligt aktiva},
author = {Rubin, Lars},
year = {2000},
language = {swe},
publisher = {Lunds universitets kyrkohistoriska arkiv},
abstract = {Popular Abstract in Swedish Del 1. Introduktion I kapitel 1 presenteras arbetets problem, syfte och metod. Det arbete som olika frivilligorganisationer och deras medlemmar utför har de senaste åren uppmärksammats alltmer. Detta ökade intresse finner man såväl i Sverige som internationellt. Fokus i detta arbete riktas mot drivkrafterna bakom frivilligt engagemang. Det övergripande problemet är varför man engagerar sig frivilligt i organisationen Lutherhjälpen. Lutherhjälpen (LH) är Svenska kyrkans biståndsorganisation, en av Sveriges största frivilliga biståndsorganisationer. Det frivilliga engagemanget i ombudsgrupper och bland andra aktiva utgör en central del av verksamheten. Genom olika insatser informerar man om och samlar in pengar till den verksamhet som Lutherhjälpen stödjer. Engagemang definieras i arbetet med att man tar av sin fria tid och deltar i aktiviteter för Lutherhjälpens verksamhet. Att undersöka motiv till engagemang i en frivilligor-ganisation som Lutherhjälpen, är viktigt av flera skäl. Det finns ett samhällsvetenskapligt intresse att öka kunskapen om mänskligt beteende i allmänhet och speciellt inom ett område som är relativt lite utforskat. Det kan även finnas ett värde i att lyfta fram en aspekt av frivilligt arbete som det varit ganska tyst kring. Varje år samlar frivilligt engagerade inom Lutherhjälpen in miljontals kronor till verksamhet i andra länder. Detta engagemang för andra människor är speciellt intressant i en tid som i andra sammanhang betecknas som marknadspräglad och individorienterad. Ett sekundärt mål är att ökad kunskap om varför människor engagerar sig i en humanitär biståndsorganisation kanske kan bidra till att fördjupa och förbättra verksamheten. Det finns flera svårigheter när det gäller att klarlägga motiv bakom engagemang. Det handlar bl.a. om medvetenhet och språk. En viktig fråga är i vilken utsträckning den som är engagerad är medveten om varför hon är engagerad. Det fordras vidare ett språk med vilket man kan uttrycka sina motiv. Till dessa svårigheter ska fogas i vilken utsträckning det finns en vilja hos de engagerade att delge andra vilka motiv man har, samt hur tillåtande det sociala sammanhang man verkar i egentligen är. Det kan vara mer eller mindre möjligt att öppet uttrycka de verkliga motiven. Det finns fördelar och nackdelar med alla metoder. Det är inte minst därför lämpligt att använda vad som brukar benämnas metodtriangulering, dvs att genom en kombination av olika metoder belysa ett och samma problem. Det är vidare centralt att hämta impulser från annan forskning och utgå från en bred orientering om frivilligsektorn. De teoretiska perspektiven får därför relativt stor plats i detta arbete. De utgör avstamp inför den empiriska delen. Det empiriska materialet består av skrifter från Lutherhjälpen, intervjuer och enkäter. Jag har använt mig av kvalitativ metod i såväl innehållsanalys av organisationens eget material som vid mina intervjuer. Innehållsanalysen av organisationens årsböcker och utbildningsmaterial ger, förutom en inventering av motiv, en inblick i organisationens utveckling. Det blir också möjligt att jämföra motiv på olika nivåer inom organisationen. Intervjudelen utgörs av fokuserade intervjuer med 31 frivilligt aktiva inom organisationen. Intervjuerna genomfördes under hösten 1996 och början av 1997. Våren 1997 genomfördes en enkät på Lutherhjälpens upptaktsmöten. 820 besvarade enkäter utgör den kvantitativa delen i arbetet. Strävan är att ge en saklig och allsidig framställning, vär-deringsfri kan den dock inte bli. Det vi människor gör, gör vi i ett socialt samman-hang och i en social kontext. Mitt eget engagemang i Lutherhjälpen ger såväl fördelar som nackdelar. Fördelar kan vara att det ger insiderkunskap och kontakter som underlättar forskningen. Mångårig erfarenhet av möten med aktivt engagerade och deltagande i organisationens konferenser, ger också ett "innifrånperspektiv" som kan öka förståelsen av det frivilliga engagemangets motiv. Denna kunskap gör det lättare att ställa relevanta frågor. Egen förförståelse kan också begränsa perspektivet. Det finns en risk för idealisering och närsynthet. Det är viktigt att som ett korrektiv förhålla sig nära teorier och undersökningar på området. I kapitel 2 ges några bakgrundsfakta om frivilligt arbete och den frivilliga sektorns omfattning, och om organisationen Lutherhjälpen. Med frivilligt arbete menas att arbetsinsatsen är oavlönad och sker i organiserad form. En del av den ideella sektorn utgörs av det frivilliga engagemanget inom Svenska kyrkan. De senaste åren har man inom Svenska kyrkan alltmer definierat sin verksamhet utifrån fyra områden: gudstjänst, undervisning, mission och diakoni. Inom varje område finns frivilligt aktiva som t.ex. gudstjänstvärdar, personer som har ledarfunktioner bland barn och ungdom, är verksamma i körer, i syföreningar, i lekmannakårer, inom diakonala besöksgrupper och inom internationell verksamhet som t.ex. Lutherhjälpen. Lutherhjälpen är Svenska kyrkans internationella biståndsorganisation. I det material som organisationen ger ut används ofta termer som utvecklingssamarbete och biståndssamarbete. Av organisationens utgifter (1998) på drygt 200 miljoner, används 58 procent till långsiktigt utvecklingssamarbete, 26 procent till katastrofhjälp och 16 procent för arbetet i Sverige. I informationsmaterial påtalas att utgångspunkter för verksamheten är att värna liv, skapa värdiga livsvillkor och bekämpa orsaker till fattigdom. Man framhåller att människors lika värde är en grundläggande utgångspunkt. Viktiga områden handlar om att oavsett hudfärg, religion, nationalitet eller politisk uppfattning stödja fattiga och utsatta människor, ge kunskap och skapa engagemang för ökad rättvisa och långsiktig utveckling och påverka makthavare i Sverige i frågor om mänskliga rättigheter, rättvisa och demokrati. En utgångspunkt är att det är människors behov och egna aktiva deltagande i fattiga länder som bestämmer utformningen av biståndet Intäkterna till verksamheten består till 33 procent av anslag från Sida och till 60 procent av gåvor. I denna post ingår olika enskildagåvor såsom kollekter, testamenterade gåvor, minnesgåvor etc. Centrum i insamlingsverksamheten är den årligen återkommande fasteaktionen som 1998 gav 41,3 miljoner kronor. Lutherhjälpen är inte en medlemsorganisation, istället har man runt om i Svenska kyrkans församlingar lokala ombud för Lutherhjälpens verksamhet. Deras verksamhet är grundläggande. Det finns ombud på försam-lingsnivå s.k. församlingsombud (fo), ombud på kontraktsnivå s.k. kontraktsombud (ko), samt ombud på stiftsnivå s.k. stiftsombud (so). Församlingsombuden, som utses inom eller utanför kyrkorådet, utses för kyrkorådets mandatperiod. Deras upp-gifter består i att samla in pengar, informera och utbilda. De skall, tillsammans med anställda och med stöd av Lutherhjälpens kansli och den stiftskommitté som finns i varje stift, sprida kännedom om Lutherhjälpen och verka för ett fördjupat engagemang för internationell diakoni. Till hjälp har man bl.a. olika ombudssamlingar, utbildnings- och inspirationsdagar på kontrakts- stifts- och riksnivå. Det är om en del av dessa ombud och andra aktivt engagerade som detta arbete handlar, om deras mo-tiv och drivkrafter till engagemang. Del 2 Teoretiska perspektiv I denna del 2 (kapitel 3-5), förs flera olika teorier fram. Då det finns relativt lite forskning i ämnet, har det varit en strävan att vara öppen inför olika aspekter som kan ha betydelse för att öka kunskapen om, och förståelsen för, varför man engagerar sig i organisationen Lutherhjälpen. Det handlar dels om teorier kring det frivilliga arbetet i allmänhet, dels mer specifikt om teorier som är mer direkt applicerbara på Lutherhjälpen. Viktiga teoretiker i sammanhanget är framförallt sociologer som Anthony Giddens, Ulrich Beck och Robert Wuthnow. Först diskuteras några tidstypiska tendenser som är viktiga som en allmän utgångspunkt vid en analys av ett aktuellt frivilligt engagemang. Det handlar om olika faktorer som kännetecknar nutiden och som bildar en yttre ram kring människans situation i det moderna samhället. Det frivilliga arbetet äger rum i en samhällelig kontext som bl.a. kännetecknas av ökad förändringstakt, globalisering, avtraditionalisering, individualisering och religiös förändring. Det moderna samhället är ett starkt föränderligt samhälle. Det typiska för nutiden är den snabba förändringen och att tillvaron kännetecknas av en alltmer ökad förändringstakt. En del av förändringsprocessen är den individualisering som kännetecknar den industrialiserade delen av världen. Denna individualisering är en faktor som kan ha sin speciella inverkan på människors motiv. Det är rimligt att anta att det frivilliga engagemanget i allt högre utsträckning motiveras utifrån den enskilda individens önskemål och behov, att engagemanget ger den som engagerar sig något tillbaka. Flera forskare påtalar den betydelse som den primära socialisationen har för människan. Tidiga upplevelser i livet är viktiga för en människas självidentitet och hennes förmåga till medkänsla med andra. Kanske finns här en förklaring till varför en del människor engagerar sig. Det kan handla om i vilken utsträckning individen fostrats in i ett empatiskt förhållningssätt och hur en eventuell religiös socialisationen skett. Såväl individualiseringens inverkan på frivilligt engagemang som socialisationens betydelse bör vara intressanta aspekter att följa upp i undersökningarna om engagemanget i Lutherhjälpen. Förutom dessa allmänna tendenser, som på olika sätt påverkar människans liv i det moderna samhället}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020_1,
title = {Friedrich Schweitzer, Wolfgang Ilg & Peter Schreiner (red.). Researching Non-Formal Religious Education in Europe},
author = {Gustavsson, Caroline},
year = {2020},
journal = {Svensk teologisk kvartalskrift},
volume = {4},
number = {96},
pages = {399--400},
language = {swe},
issn = {0039-6761}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2020,
title = {On how RE Teachers Address the Sometimes-Conflicting Tasks of Conveying Basic Values and Tools for Critical Thinking},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2020},
journal = {Abstract Book},
pages = {41--41},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {moral education; ethics education; re teachers; controversial ethical issues},
abstract = {A recurring idea, among practitioners and researchers, is that “teaching is a moral endeavour” where any act can convey “moral meaning” and “influence students” (Hansen, 2001, 826; Bulloughs, 2010; Campbell, 2013). Some have even stated that “all that can be seen and heard in classrooms” can be of moral significance, including “events, actions and even aspects of the physical environment” (Jackson, Boostrom & Hansen, 1998). Yet, they seem to be divided on how teachers ought to treat ideals, norms and values in their pedagogical practices.Hence, a division is often made between character-based and reason-based approaches to moral or ethics education. The difference can, somewhat simplified, be described schematically by their respective emphasis on group or individual, emotion or reason, habituation or critical assessment of universal ethical principles (for a more elaborated account see: Kohlberg, 1966, 2; Carr, 1983, 39; Graham, Haidt & Rimm-Kaufman, 2008, 271, 275). Even if the approaches are often described as mutually exclusive alternatives teachers are, nevertheless, often expected to perform these tasks in their everyday practices (see SNAE 2011).Against this background, we have conducted qualitative research interviews, with religious education (RE) teachers, who are considered to have a particular responsibility for moral and ethics education in the Swedish school system (Almén, 2000; Hartman, 2008; Larsson, 2009; Franck & Löfstedt, 2015). Our overall aim of this paper is to investigate how they relate to the sometimes conflicting responsibilities to convey a set of basic values and contribute to the pupils’ abilities to critically examine ideals, norms and values. Our analysis of the results shows that RE teachers use different strategies to describe and motivate their pedagogical choices (Yin, 1994; Bryman, 2008). We will, for instance, distinguish between a casuist-, a rights-, and an existentialist oriented approach to moral and ethics education and perform a critical discussion of the results. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_7,
title = {Bredda rekryteringen till kyrkans utbildningar},
author = {Aldrin, Viktor},
year = {2018},
journal = {Kyrkans tidning},
number = {16},
pages = {33--33},
language = {swe},
publisher = {Stockholm},
keywords = {utbildning; breddad rekrytering; svenska kyrkan; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
issn = {1651-405X}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2017_2,
title = {Projektet Skolavslutningar i kyrkan},
author = {Aldrin, Viktor},
year = {2017},
language = {swe},
keywords = {skolavslutning; kyrka; samhälle; postsekulär; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_8,
title = {Samtal om skolavslutningar i kyrkan och spelet om religion i svensk skola},
author = {Aldrin, Viktor},
year = {2018},
language = {swe},
keywords = {skolavslutningar i kyrkan; svenska kyrkan; grundskola; postsekularism; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {Vad handlar debatten om de svenska skolavslutningarna egentligen om? Vilka kolliderande perspektiv och ställningstaganden ligger bakom konflikterna? En ny studie av detta tidigare outforskade ämne ger svar.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2018_9,
title = {Skolmyndigheters riktlinjer för religiös pluralism idag och igår: Skolverkets nuvarande riktlinjer och 1967 års riktlinjer från Skolöverstyrelsen},
author = {Aldrin, Viktor},
year = {2018},
language = {swe},
keywords = {religion; skola; skolverket; skolöverstyrelsen; pluralism; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wallgrenhemlinbarbro_2023,
title = {Tegnér och folkskolan i Växjö stift},
author = {Wallgren Hemlin, Barbro},
year = {2023},
journal = {Årsberättelse. Kungl. Humanistiska vetenskapssamfundet i Lund/Bulletin de la Société Royale des Lettres de Lund.},
number = {2020},
pages = {107--138},
language = {swe},
keywords = {esaias tegnér; undervisningshistoria; växjö stift; visitation; kyrkohistoria; folkskolan i sverige},
issn = {0281-272X}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2011,
title = {Teaching as Therapy - or Normalising Technologies in a New Moral Economy in Education for Life and Life skills},
author = {von Brömssen, Kerstin},
year = {2011},
journal = {11:th Nordic Religious Education Conference, Aarhus 6-9 June, 2011.},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kjrgaardkathrine_2015,
title = {Religious Education, Identity and Nation Building – the Case of Greenland},
author = {Kjærgaard, Kathrine},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {114--130},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; curriculum studies; greenland; national imaginaries; identity; christianity; inuit religion; religious studies and theology},
abstract = {The article examines the interplay between Religious Education, Identity and Nation-Building in Greenland. Through analysis of different levels of curriculum it is demonstrated that just as Christian Religion was an important part of the early Nation-Building process in Greenland in the 18th century, Inuit Religion is used as an important part of the Nation-Building process today as Greenland moves towards greater independence.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2015_2,
title = {Religiös förändring: kristenheten i Sverige efter millennieskiftet},
year = {2015},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap (FLR)},
keywords = {religiös förändring; sverige; jesuitisk utbildning; samfund; gymnasieelever; tro; religion; mångfald; pentekostalism; paulusforskning; sten rodhe; religionsundervisning; undervisningsmetodik},
abstract = {I boken presenteras sju kapitel som på olika sätt speglar den förändring som skett och som pågår i det religiösa landskapet bland de kristna kyrkorna i Sverige efter år 2000. Läsaren möter en överblick över samfundens roll i samhället, en jämförelse mellan styrdokument i svensk skola och jesuitisk pedagogik, nyare forskning om ungdomars uppfattning om religion och livsåskådning. Ett kapitel belyser belyser svensk pentekostalism med en internationell utblick och ett bidrag behandlar den senaste forskningen om Paulus och hans förankring i den judiska bakgrunden. Sist i boken återfinns två kapitel skrivna till minnet av Sten Rodhe som betytt mycket för det svenska religionskunskapsämnets utveckling och där hand insatser både i svensk kontext och på den internationella religionsdidaktikens arena belyses.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2008,
title = {Könsperspektiv},
author = {Svensson, Jonas},
year = {2008},
journal = {Människor och makter.},
pages = {75--80},
language = {swe},
publisher = {Halmstad : Högskolan i Halmstad},
keywords = {kön; islam; kenya; utbildning; islamology; islamologi; study of religions},
abstract = {Artikeln diskuterar könsperspektiv inom religionsvetenskap, och exemplifierar med hjälp av en analys av läromedel i Islamic Religious Education i Kenya.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_portinfredrik_2024,
title = {The paradox of controversy: The Possibilities and Risks of Teaching Controversial Issues in Religious Education},
author = {Portin, Fredrik},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {195--214},
language = {eng},
publisher = {Münster : Waxmann Verlag},
abstract = {The starting point for this theoretical and argumentative article is the perception that religious literacy entails developing the student’s knowledge about and ability to confront their religious and non-religious other. Religious literacy is thus understood as a necessary part of the students’ democratic agency. By critically examining the teaching of controversial issues as a means of confronting religious difference, this article argues that teaching controversial issues is an essential part of RE. At the same time, using controversial issues in RE brings its own didactic challenges that risk working against the ambition to develop students’ religious literacy. The article thus highlights a paradox of controversy: while teaching controversial issues is necessary, teachers in RE probably should not do it.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2016_1,
title = {Det föränderliga klassrummet},
author = {Kittelmann Flensner, Karin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {2},
number = {16},
pages = {12--13},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religionsundervisning; educational science},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2016_2,
title = {Livsåskådningarnas väg till hälsa},
author = {Kittelmann Flensner, Karin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {3},
number = {16},
pages = {2--2},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religionsundervisning; livsåskådning; educational science},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2017_3,
title = {Tankar från styrelsen: Tema reformationen},
author = {Kittelmann Flensner, Karin},
year = {2017},
journal = {Religion & vetenskap},
volume = {3},
pages = {3},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religionsundervisning; educational science},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2011_2,
title = {Religionsdidaktik i teori och praktik},
year = {2011},
language = {swe},
publisher = {Föreningen lärare i religionskunskap, FLR},
keywords = {religionsdidaktik; livsfrågor; läromedelsanalys; religionsfilosofi; tro; vetande; kolonialism; romanticism; friluftsdidaktik; lärarutbildning; rollspel; arkiv; nätet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2016_2,
title = {Tema Migration},
author = {von Brömssen, Kerstin and Kittelmann Flensner, Karin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {2},
number = {16},
pages = {4--5},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religionsundervisning; educational science},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2012_1,
title = {Religion och vetenskap – ett nytt (?) innehåll i gymnasieskolans religionskunskap},
author = {Lindskog, Annika},
year = {2012},
journal = {Konferensen Religion och vetenskap, i Uppsala och Göteborg.},
language = {swe}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wrammertanna_2021,
title = {Med(ie)vetenhet, motstånd och engagemang: Gymnasieungdomars tal om och erfarenheter av religion},
author = {Wrammert, Anna},
year = {2021},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {youth and religion; agency; religious literacy; media literacy; religious education; upper secondary students; religious change; critique; social media; school; family; friends; unga och religion; aktörskap; religionslitteracitet; medielitteracitet; religionskunskap; gymnasieungdomar; religiös förändring; kritik; sociala medier; skola; familj; vänner; religionssociologi; sociology of religion},
abstract = {Media and school constitute the two contexts where young people in contemporary, secularized Sweden most frequently encounter religion. The aim of this study is to explore how upper secondary students talk about their experiences of encounters with religion in various media and other social settings. In addition, the aim is to discuss what implications the results of the study have for the school subject Religious Education (RE). The study was conducted at three different schools and in three different municipalities in Sweden, using a qualitative abductive approach. Data was gained through text writing, focus groups and individual interviews. Students from various ethnic, religious and cultural backgrounds participated in the study, as well as from both vocational and preparatory programs. The material was analyzed through constructive thematic coding analysis (CTA) and by using theoretical perspectives concerning the interplay between agency and religious literacy. The results show how students described encounters with different aspects of religion in both the media, school settings and together with family and friends as common. Students expressed both engagement and ambivalence towards talking about religion with each other and others. The most noticeable result was an awareness of, and a strong critique towards, stereotyped and simplified depictions of religion in particularly established news media, films and TV series. Encounters with religion on social media platforms included both negative (e.g., fake news and hate) and positive (e.g., a higher degree of representation and inside knowledge) experiences. Theoretically, the findings suggest that agency as resistance, empowerment, awareness and engagement was visible in the students’ talk. This applies to an understanding of functional, cultural and critical religious literacy as agency. The results also indicate that social relations, such as media, friends and family and different cultural values, such as tolerance, autonomy and a critical stance towards religion, constitute possibilities as well as limitations concerning the students’ agency and talk about religion. The author argues that the study provides new empirical knowledge about young people and religion in contemporary pluralistic Sweden as well as developed theoretical understandings of the concept religious literacy.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2019,
title = {Pedagogiska rummet, del 1},
author = {Olson, Maria},
year = {2019},
language = {swe},
keywords = {lära; tro; existens; att drabbas; dragningskraft; det oväntade; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_undsethbakkesidsel_2020,
title = {Minnematerialet etter 22. juli som didaktisk ressurs i religions- og livssynsundervisningen},
author = {Undseth Bakke, Sidsel and Skeie, Geir},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {42--67},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {22. july; spontaneous memorials; religion; education; nation; emotions; religious studies and theology},
abstract = {The new Norwegian curriculum for primary, secondary and upper secondary education from 2020 offers possibilities to focus on issues of diversity, citizenship and life skills across subject areas. In religious education there are core elements related to existential questions and taking the perspectives of others. These are among the aims that challenge teachers and students to address questions of religion and belief in the context of both difference and communality. This article discusses how aims like the mentioned can be approached in school by using the memory material that is available from the spontaneous memorials after the terror attacks in Oslo and Utøya 22. July 2011. These sources are discussed as examples of popular reactions after the trauma of the terror attack in the light of literature about spontaneous memorials, lived religion and religious education theory. Further, examples are given of how these sources can be used in a religious education school context. It is suggested that they can stimulate learning both about 22. July, terror and extremism, nationhood and emotions as well as religiosity and values in present society. },
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2009_2,
title = {”Islamic religious education in Sweden”},
author = {Larsson, Göran},
year = {2009},
journal = {Ednan Aslan (Ed) Islamische Erziehung in Europe/Islamic education in Europe.},
pages = {403--421},
language = {eng},
publisher = {Wien - Köln - Weimar : Böhlau Verlag},
keywords = {islam; education; sweden}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_krausanja_2024,
title = {Preparing the Ground for Aesthetic Bildung Through Improvisational Dance – A Bodily Phenomenological Perspective},
author = {Kraus, Anja and Theorell, Ebba},
year = {2024},
journal = {Corpos que Dançam III},
pages = {12--22},
language = {eng},
publisher = {Madeira : Universidade da Madeira},
keywords = {dance; phenomenology},
abstract = {In educational settings, the focus is often on sitting quietly and engaging incognitive activities like discussing various subjects, developing critical thinking skills,and problem-solving using intellect, reading and writing. While these aspects are vital, itis also important to recognize that students are physical beings existing here and now,interacting with others in a specific environment. Our physical presence exposes us to aplethora of experiences, many of which are unpredictable, fleeting, indescribable, andimmediate. Unexpected movement may generate the feeling of losing control over theeducational situation. We will, thus, see that moments of absence play a crucial role inthe processes of growth and learning, and should not be disregarded or ignored. This isespecially considered in aesthetic bildung. Starting with a philosophical, more concretethe bodily phenomenological perspective, this article embarks on an examination ofaesthetic practices for teacher students in dance classes as a basis for aesthetic bildung.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sanderke_1988,
title = {Några Reflektioner Kring Framställningen Av och Undervisningen Om Icke-kristna Religioner},
author = {Sander, Åke},
year = {1988},
journal = {G. Strömqvist, & S. Strömqvist, (Red:er.) Kulturmöten, Kommunikation och Skola},
pages = {161--190},
language = {swe},
publisher = {Stockholm : Nordstedts}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2006,
title = {Have you all got your copy of the Qur’an?: Rationalisation, ritual and the role of God’s word in a Kenyan Islamic educational setting},
author = {Svensson, Jonas},
year = {2006},
journal = {Tidsskrift for islamforskning},
volume = {1},
pages = {1--27},
language = {eng},
publisher = {Köpenhamn : Forum for Islamforskning},
keywords = {islam; qur'an; ire; islamology; islamologi; study of religions; humanities and religion},
abstract = {This article concerns the discussions on and use of the Qur'an in the setting of Islamic Religious Education in Kisumu, Kenya. It is based on fieldwork conducted 2003 – 2006. Theoretically it uses a distinction between ritual and cognitive aspects of how the text is addressed. The author finds that the teaching is focused on the latter aspect. Hence, hypothetically the author argues, Islamic Religious Education, through the content and the form of the teaching as well as the position of the subject itself in the overall educational system, promotes a "demystification" of the text, providing it with a character that is quite different from the one dominating in the local Muslim context.},
issn = {1901-9580}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zilliacusharriet_2013,
title = {The Inclusion of Minority Religious Education in the Finnish Comprehensive School: A Teacher and Teacher Coordinator Perspective},
author = {Zilliacus, Harriet},
year = {2013},
journal = {Nordidactica},
volume = {2},
pages = {93--114},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; inclusion; religious minorities; teacher perspective; religious studies and theology},
abstract = {The Finnish education system offers faith-specific religious education throughout the comprehensive school. Today separate minority religious classes are offered parallel to the majority Lutheran and secular ethics education. The purpose of this study is to investigate how minority RE teachers and teacher coordinators view the inclusion of minority religious education in the school culture. Teacher and coordinator perspectives are investigated through an interview study with 23 religion teachers and 3 teacher coordinators in the Helsinki metropolitan area. The results show that teachers and coordinators experienced education as gaining stronger acceptance and equality in the school culture. However, issues of exclusion and discrimination emerged which raise questions on the viability of the current system of RE. The study argues for a need to improve structural issues in education as well as increased teacher participation and dialogue in the school culture.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2023,
title = {Experiences of islamophobia, hypervisibility and secular normativity: Muslim students in superdiverse Swedish high schools},
author = {Thorén, Christopher},
year = {2023},
journal = {British Sociological Association - Sociology of Religion Annual Conference, Bristol (UK), 2023},
language = {eng},
keywords = {muslim students; islamophobia; hypervisibility},
abstract = {This paper examines the experiences of Muslim students in relation to Islamophobia, secular normativity, and hypervisibility within education. Ethnographic fieldwork was conducted at a high school in a Swedish superdiverse area where many students identify as Muslim. This area is characterized by low-income levels, high unemployment rates, and low school performance rates. Despite extensive previous research on inequity in Swedish schools, an examination of how inequity plays out in relation to belonging to a religious minority is seldom part of the analysis. The notion of Islamophobia is used to theorize the racialization of Muslim students in relation to education, place, and stigmatization. In analysing Islamophobia, an intersectional approach is crucial as students' vulnerability is manifested through different and simultaneous processes of power. The strong secular normativity that can be found in Sweden contributes to a situation where seemingly neutral attitudes towards religion can be experienced as discriminatory and invisibilising of religious minorities. In a seemingly paradoxical way, Muslim students also inevitably become hypervisible and encounter unwanted comments and experiences that certain religious practices evoke strong reactions from those they encounter. This leads Muslim students to feel compelled to hide parts of their identity. The analysis suggests that Muslim students feel unable to fully express their Muslimness or be a part of the school community on their own terms. However, they also develop strategies to avoid vulnerability and navigate the school system to find schools where they can create safe spaces and focus on their studies.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2007,
title = {The Teacher’s Dilemma: Exploring the Border between Culture Relativism and Prejudice when Discussing Gender Issues in Islam},
author = {Visuri, Ingela},
year = {2007},
language = {eng},
abstract = {This theoretical paper explores the dilemma that many teachers experience when the topic of gender and islam is brought up; namely the risk of falling into cultural relativism because some pupils might have a prejudiced and negative picture of Islam. It is argued that we cannot avoid the topic, firstly because the curriculum states that we must do so, and secondly because these things need to be discussed in order to bring about awareness of democracy and equality. In this paper, I focus on how - and why - teachers in Religious education may approach the problems that many Muslim women face, without falling into cultural relativism. It is suggested that rather than applying one's own (Western) ideals and preconceptions, voices from the inside should be brought forward to highlight topical debates among Muslim women and feminists. To bring the topic up for discussion and simply excuse Muslim gender relations as a cultural phenomenon that exist because people do not understand better, is to give the pupils an unfair and old fashioned picture of Islam and those who confess to be Muslims.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2022_2,
title = {Erfarenheter av erkännande och missaktning hos muslimska elever i ett förortsgymnasium: Experiences of recognition and misrecognition: Muslim students in a suburban Swedish high school},
author = {Thorén, Christopher},
year = {2022},
journal = {Sociologidagarna 2022},
language = {swe},
abstract = {This paper examine Muslim students experiences of recognition and misrecognition in high school and how those processes are intertwined in intersectional power relations, such as class, gender, race, religion, and place. The qualitative fieldwork was carried out during four semesters at a high school in one of Gothenburg's suburbs where a large proportion of the students identify as Muslims. As is the case with many of Sweden’s suburbs, this area has relatively low income levels and high unemployment rates. And as parents’ income and level of education have shown to be a factor for school results the area, as a whole, has lower average grades and lower eligibility for high school. The school’s compensatory mission, to give all pupils an equal education and contribute to social mobility, is therefore considerably challenged. In addition, for many of the students, unfavourable prospects in the labour market await, as inequality, discrimination, and penalties for Muslims on the Swedish labour market have been documented. Muslim students in the suburbs also carry a double burden of being stigmatized on the basis of both place and group affiliation, often in association with each other. The Swedish suburbs have increasingly been associated with social problems and criminality, and stereotypes about Muslims and Muslim youth in Sweden is often associated with the suburb. Both aspects impact how Muslims experience the school environment and for the purposes of this paper with particular focus on recognition and misrecognition. Inequality in schools is well researched, but the experiences of religious minorities is to a high extent not part of the analysis. In the case of high school students, who identify as Muslims, this is regrettable considering that Islam has come to occupy a significant role in the Swedish school debate and with reference to suburbs. The ambition has been to collect detailed and variations of stories, i.e. “rich data”, from the students, mainly through semi-structured interviews and participatory observations. The study is inspired by constructivist grounded theory to provides a systematic but flexible strategy for collecting and analysing empirical data. Grounded theory's principles for theoretical sampling, theoretical sensitivity and coding of empirical data have therefore provided guidance for the analysis. Having said this, a theoretical pre-understanding has supported an abductive approach where theory is in dialogue with the data. An intersectional approach has proven important in that students' vulnerability is manifested in different ways. Intersecting and simultaneous processes of power given class, race and gender are intertwined in the situation in which young people find themselves. Ideological struggles and debates about Muslims in school on for example clothing (most often in reference to women wearing hijab), deity rules and religious holidays, and secularist ideals also effect the students in different ways. Preliminary analyses also suggest that Muslim students experience of (mis)recognition informs student’s choice of school, their experiences and interaction with teachers and other students, as well as their strategies for studies and plans for future work.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2019,
title = {Learning about oneself through another: A methodology for recognizing local particularities},
author = {Niemi, Kristian},
year = {2019},
language = {eng},
keywords = {religious studies and theology},
abstract = {Increasing diversity is a global trend. Many European countries, which historically have beenrather monocultural, have experienced a large influx of people from other cultures and religioustraditions, such as from Africa and the Middle-East (Minkenberg, 2008). Sweden can be taken asan example: there have been several waves of immigration during the 20th century (Bevelander,2004, p. 7), and an even greater influx in the 21st century (Krzyżanowski, 2018, p. 101). As aconsequence, today Sweden is arguably one of the most diverse European societies (Schierup &Ålund, 2011, pp. 46–47). Religious education (RE) in schools could be expected to discuss anddescribe aspects of this diversity, yet it seems like the school subject might be ill equipped forthe task. To better accommodate today’s multicultural reality, one might, Eva Pföstl (2015, p.136), Péter Losonczi and Walter van Herck (2015, pp. 95–96) respectively suggests, learn from acontext where a plurality of cultures and religions were taken into consideration from the verystart of the development of a national education: India. Global issues must be handled locally,informed by the context – but we can also learn from each other instead of re-inventing thewheel over and over again. The purpose of the present article is to develop a methodology forcontrasting local contexts with each other, to highlight characteristic traits and particularities forhow global issues, like migration and religious diversity are handled (cf. Niemi, 2016, 2018;Bråten, 2014, 2015).}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vestljonmagne_2023,
title = {Perspectives on Learning and their Implications for the Ethics Education Part of Religious Education},
author = {Vestøl, Jon Magne},
year = {2023},
journal = {Nordidactica},
volume = {2023},
number = {13},
pages = {108--132},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {ethics education; moral education; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Some national syllabuses of religious education (RE) include aspects of ethics. Since ethics education or moral education (ME) as an international research field has been strongly influenced by theories of development and learning, this article examines the relationship between ethics and three major learning theories. Through an exploratory review of publications from the Journal of Moral Education over the last decades, the paper investigates the role of the behaviourist-empiricist approach, the cognitive approach (Piaget), and the situative-sociocultural approach (Vygotsky). The paper shows that behaviourist-empiricist perspectives have received little attention and have been criticised, while cognitive perspectives have been dominant, and situative perspectives have been considered to some extent. During the last two decades, perspectives from neurobiology have been introduced to address morality in ways that point towards an integration of aspects from the previous traditions. This paper briefly discusses the implications of these findings for ME in light of theoretical perspectives on learning and teaching and point out some issues for further investigation.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_5,
title = {Att möta sig själv och det som är nytt: Religion och reflexivitet},
year = {2017},
language = {swe},
publisher = {Föreningen SO-didaktik},
keywords = {religionsdidaktik; reflexivitet; safe space; subject learning and teaching; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2024,
title = {Introduktion: Semi-sekulära perspektiv på religionsundervisning},
author = {Liljestrand, Johan and Franck, Olof},
year = {2024},
journal = {Religion & Livsfrågor},
volume = {4},
pages = {4},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2011_2,
title = {Mångfald, berättande och livsfrågor: Om religionskunskapsämnet i skolans tidigare år},
author = {Löfstedt, Malin},
year = {2011},
journal = {Barn i religionernas värld},
pages = {210--225},
language = {swe},
publisher = {Stockholm : Liber}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_3,
title = {Filosofiska bidrag till skolans etikundervisning: några perspektiv på hur etisk kompetens uttrycks på religionskunskapsämnets arenor},
author = {Franck, Olof},
year = {2017},
journal = {Program för Ämnets dag (Kompetensutveckling för lärare och förskollärare), Göteborgs universitet, Institutionen för litteratur, idéhistoria och religion},
language = {swe},
keywords = {etik etikundervisning filosofi religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonkristoffer_2014,
title = {De nationella provens påverkan på undervisning och betygsättning.},
author = {Larsson, Kristoffer},
year = {2014},
journal = {Religion & Livsfrågor},
number = {41},
pages = {11--13},
language = {swe},
keywords = {nationella prov; bedömning; betyg; undervisning; religion},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ierudgunnfridljones_2024,
title = {Ekskursjon i KRLE-faget: Forkynnelse eller fordomsmotvirkning?},
author = {Øierud, Gunnfrid Ljones and Aas, Richard},
year = {2024},
journal = {Nordidactica},
volume = {2024},
number = {14},
pages = {50--71},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; field trips; study trips; prejudice; faith representatives; preaching; insider’s perspective; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Field trips to religious and worldview communities are a possible, though somewhat disputed teaching method in the Norwegian RE subject. In this article, we analyze interviews with faith representatives and RE teachers, exploring how they reflect on the outcome of field trips. Both faith representatives and teachers express that field trips acquaint pupils with an insider’s perspective, as well as giving an embodied experience of the material dimension of religions. Applying theories about prejudice and secularization, we also discuss how we can understand the faith representatives’ emphasis on giving a positive experience, accommodating wishes, openness to critique, facilitating a comprehensible account of their religion as a supplement to the RE textbooks, and avoidance of preaching and religious practice. We suggest that this can be interpreted as an effort to reduce prejudice against religions both cognitively and affectively.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2024_2,
title = {Reflexivity reconsidered},
author = {Niemi, Kristian and Brömssen, Kerstin von and Ubani, Martin},
year = {2024},
language = {eng},
keywords = {religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018_1,
title = {Existential configurations - a concept and methodological tool in intercultural religious education},
author = {Gustavsson, Caroline},
year = {2018},
language = {eng},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science},
abstract = {In 2013, I defended my dissertation Existential Configurations. On how the understanding of life is constituted in a social context. One of the scientific contributions of the study is a conceptual development of importance when we talk about people's understanding of their lives and how it takes shape in a social and cultural context. “Existential configuration” gives example of one of the theoretical concepts developed during the dissertation work. The concept was developed in dialogue with the concept used by Anders Jeffner, and the dissertation challenges, based on the empirical material, the ‘worldview’ concept.The paper presents an empirical example on how teachers at Stockholm University use the concept of existential configurations and related concepts as tools for those who will become teachers in religious education and who share the ambition to broaden and deepen the conversation in the intercultural environment of the classroom.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_minduspatricia_2025,
title = {Digital Citizenship},
author = {Mindus, Patricia},
year = {2025},
journal = {A Companion to Digital Ethics},
pages = {227--240},
language = {eng},
publisher = {: Wiley-Blackwell},
keywords = {digital citizenship; digital civility; citizenship studies; digital inequality; political participation; legal status; internet governance; migration; statskunskap; datavetenskap med inriktning mot datavetenskapens didaktik; computer science with specialization in computer science education research},
abstract = {This chapter focuses on digital citizenship (DC). Notwithstanding policymakers’ and scholars’ revived interest in the concept, a lack of research on the nature and boundaries of DC and how to investigate it in relation to the broader field of citizenship studies characterises the state of the art. Existing conceptualisations have different foci, content, and underpinnings. The chapter presents the current debates, suggests distinguishing DC and digital civility, and reconnecting DC to models of citizenship in the social sciences and humanities. It is shown how the scholarship on DC has not yet established the ties, elaborated the nomenclature and held the disciplinary methodological debates that the more mature field of citizenship studied has. The chapter then discusses how DC can be conceptualised in relation to political, legal and social forms of citizenship that we find in research on citizenship. It ends by discussing some ethical challenges are raised by DC in relation to these forms of civic membership and which ethical theories ground the varieties of duties required by DC. In doing so, the chapter refers to frameworks and theories from social and political philosophy relevant to the conceptualisation of DC.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2015,
title = {Traditional vs secular: Which values are reproduced in Swedish teacher education?},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2015},
journal = {XIII Nordic Conference on Religious Education},
pages = {17--17},
language = {eng},
publisher = {Tartu : University of Tartu},
abstract = {Using the World Values Survey (WVS) as a background the paper discusses a tension between generally shared values among Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). WVS (2014) maps evaluative differences between countries based on the extent to which their populations embrace non-secular traditional values, e.g. nation and religion, and secular self-expression values, e.g. individual choice and responsibility. Sweden stands out as a country that rejects traditional values and embraces selfexpression values (Inglehart 2006). The educational values established by SNAE (2011) include both traditional values, such as “sharing a common cultural heritage”, and self-expression values, such as “individual freedom and integrity”. However, according to WVS the former values are gravely underrepresented in the Swedish population, generally. Against this background, we investigated the evaluative outlook of 153 teacher students. The result indicates that these students do not differ in any significant respect from the population in general as regards secular vs traditional evaluations. An important upshot of this result is that the traditional values emphasized by SNAE are scarcely represented among the teacher students, which makes it questionable whether they will be present in their future teaching. It is a widely accepted idea that teachers tend to reproduce a set of values in their pedagogical practice, consciously and unconsciously, dependent on their own background, resulting in shared ways of thinking, valuing and acting (Bourdieu 1970). Given that there are important educational values among the traditional as well as the self-expression values the imbalance of the evaluative outlook of the students is especially troubling from the sociocultural perspective emphasized in the official documents, where learning is considered to be an essentially social process and not just an individual affair.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2005,
title = {A life-world approach to the study of the history of education},
author = {Bengtsson, Jan},
year = {2005},
journal = {Nordiska Föreningen för Pedagogisk Forskning, 10–12 mars 2005, Oslo, Norge},
language = {eng},
keywords = {philosophy of education; history of education; phenomenology; life-world; ontology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2005_1,
title = {Barn og livstolkning – å forske i barns livsverden},
author = {Bengtsson, Jan},
year = {2005},
journal = {Barn og livstolkning, trondheim den 27–28 oktober 2005},
language = {eng},
keywords = {children; methodology; phenomenology; life-world}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1991,
title = {Den fenomenologiska rörelsen i Sverige. Mottagande och inflytande 1900–1968},
author = {Bengtsson, Jan},
year = {1991},
language = {swe},
publisher = {Daidalos},
keywords = {phenomenology; philosophy of existence; hermeneutics; history of swedish philosophy}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1988,
title = {Edmund Husserls fenomenologi. Öppningar och blockeringar},
author = {Bengtsson, Jan},
year = {1988},
language = {swe},
publisher = {Filosofiska meddelanden, röda serien nr. 28, Institutionen för filosofi, Göteborgs universitet},
keywords = {phenomenology; husserl; epistemology; intersubjectivity; theory of experience}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2009,
title = {Embodied experience. Some ideas in the philosophy of experience by Merleau-Ponty},
author = {Bengtsson, Jan},
year = {2009},
journal = {Nordiska Föreningen för Pedagogisk Forskning, 4–5 mars 2009, Trondheim, Norge},
language = {eng},
keywords = {philosophy of education; theory of experience; phenomenology; lived body}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1999,
title = {En livsvärldsansats för pedagogisk forskning},
author = {Bengtsson, Jan},
year = {1999},
journal = {Jan Bengtsson (red.). Med livsvärlden som grund. Bidrag till utvecklandet av en livsvärldsfenomenologisk ansats i pedagogisk forskning},
pages = {9--49},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {fenomenologi; existensfilosofi; hermeneutik; livsvärld; ontologi; metodologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006_2,
title = {Fenomenologi i svensk filosofi under 1900-talets första hälft},
author = {Bengtsson, Jan},
year = {2006},
journal = {Nygård, S. & Sträng, J. (red). Mellan idealism och analytisk filosofi. Den moderna filosofin i Finland och Sverige},
pages = {143--167},
language = {swe},
publisher = {Helsingfors : Svenska Litteratursällskapet i Finland},
keywords = {history of philosophy; phenomenology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1994_1,
title = {Filosofihistoriens filosofi och pedagogik},
author = {Bengtsson, Jan},
year = {1994},
journal = {Nordisk Pedagogik},
volume = {3},
number = {14},
pages = {185--188},
language = {swe},
keywords = {filosofins historia och pedagogik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006_3,
title = {Forord},
author = {Bengtsson, Jan},
year = {2006},
journal = {Bengtsson, J. (red). Å forske i sykdoms- og pleieerfaringer. Livsverldensfenomenologiske bidrag},
pages = {9--11},
language = {nor},
publisher = {Kristiansand : Høyskoleforlaget},
keywords = {education; theory of science; methodology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1999_1,
title = {Förord},
author = {Bengtsson, Jan},
year = {1999},
journal = {Jan Bengtsson (red.). Med livsvärlden som grund. Bidrag till utvecklandet av en livsvärldsfenomenologisk ansats i pedagogisk forskning},
pages = {5--7},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {fenomenologi; existensfilosofi; hermeneutik; livsvärld; ontologi; metodologi}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1984,
title = {Husserls erfarenhetsbegrepp och kunskapsideal. Den teoretiska erfarenhetens begränsningar och den praktiska erfarenhetens primat.},
author = {Bengtsson, Jan},
year = {1984},
language = {swe},
keywords = {fenomenologi; erfarenhet; intersubjektivitet}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1986,
title = {Husserls erfarenhetsbegrepp och kunskapsideal. Den teoretiska erfarenhetens begränsningar och den praktiska erfarenhetens primat},
author = {Bengtsson, Jan},
year = {1986},
language = {swe},
keywords = {fenomenologi; erfarenhet; intersubjektivitet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2005_2,
title = {Indledning},
author = {Bengtsson, Jan},
year = {2005},
journal = {I J. Bengtsson (red.). Udfordringer i filosofisk pædagogik},
pages = {5--12},
language = {dan},
publisher = {København : Danmarks Pædagogiske Universitets Forlag},
keywords = {philosophy of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2004_1,
title = {Inledning},
author = {Bengtsson, Jan},
year = {2004},
journal = {I J. Bengtsson (red.). Utmaningar i filosofisk pedagogik},
pages = {5--13},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {philosophy of education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006_4,
title = {Introduction: Philosophy of education in the Nordic countries at the turn of the millennium},
author = {Bengtsson, Jan},
year = {2006},
journal = {Educational Philosophy and Theory},
volume = {2},
number = {38},
pages = {109--113},
language = {eng},
keywords = {philosophy of education}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1986_1,
title = {Konkret fenomenologi. Ett försök till bestämning av fenomenologin – med en orienterande bibliografi över fenomenologi inom filosofi, pedagogik, psykologi och sociologi},
author = {Bengtsson, Jan},
year = {1986},
language = {swe},
keywords = {fenomenologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2004_2,
title = {Life-world phenomenology and hermeneutics},
author = {Bengtsson, Jan},
year = {2004},
journal = {European Conference on Educational Research, 20–25 september 2004, Kreta, Grekland},
language = {eng},
keywords = {phenomenology; life-world; hermeneutics; methodology; philosophy of education; ontology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2004_3,
title = {Maurice Merleau-Ponty: Kroppens verdslighet og verdens kroppslighet},
author = {Bengtsson, Jan and Lökken, Gunvor},
year = {2004},
journal = {I K. Steinsholt & Løvlie, L. (red.). Pedagogikkens mange ansikter. Pedagogikkens idéhistorie fra antikken til det postmoderne},
pages = {555--570},
language = {nor},
publisher = {Oslo : Universitetsforlaget},
keywords = {philosophy of education; history of education; phenomenology; life-world; lieved body; ontology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2005_3,
title = {Possibilité et nécessité de coopération entre pédagogie et philosophie},
author = {Bengtsson, Jan},
year = {2005},
journal = {I Drouin-Hans, A.-M. (red.). La philosophie saisie par l’éducation. Tome 2: Pensées philosophiques et pédagogiques},
pages = {433--439},
language = {fre},
publisher = {Dijon, France : CRDP Bourgogne},
keywords = {philosophy of education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2001_3,
title = {Sammanflätningar. Husserls och Merleau-Pontys fenomenologi.},
author = {Bengtsson, Jan},
year = {2001},
language = {swe},
publisher = {Daidalos},
keywords = {fenomenologi; existensfilosofi; hermeneutik; livsvärld; ontologi; metodologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2006_5,
title = {The life-world approach: theoretical point of departure and methodological consequences},
author = {Bengtsson, Jan},
year = {2006},
journal = {Internationell workshop om livsvärldsfenomenologi och objektiv hermeneutik, Institutionen för pedagogik och didaktik, Göteborgs universitet den 21/9-22/9 2006},
language = {eng},
keywords = {phenomenology; life-world; methodology; ontology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2009_1,
title = {With the life-world as point of departure},
author = {Bengtsson, Jan},
year = {2009},
journal = {Philosophy of Education Society of Iran, Tehran 29 april 2009},
language = {eng},
keywords = {philosophy of education; methodology; ontology; phenomenology; life-world}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2006_1,
title = {Educational Philosophy and Theory, vol. 38, no 2},
year = {2006},
language = {eng},
publisher = {Blackwell Publishing},
keywords = {philosophy of education; history of educational research; theory of educational science; teaching; mimesis; deconstruction; death; bildung}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_1999,
title = {Med livsvärlden som grund. Bidrag till utvecklandet av en livsvärldsfenomenologisk ansats i pedagogisk forskning},
year = {1999},
language = {swe},
publisher = {Studentlitteratur},
keywords = {fenomenologi; existensfilosofi; hermeneutik; livsvärld; ontologi; metodologi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2001,
title = {Nordisk Pedagogik, årg 20, nr 3},
year = {2001},
language = {eng},
publisher = {Universitetsforlaget},
keywords = {philosophy of education; teaching; literacy/orality; practical knowledge; theory of educational science; history of education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2005,
title = {Udfordringer i filosofisk pædagogik},
year = {2005},
language = {dan},
publisher = {Danmarks Pædagogiske Universitet},
keywords = {philosophy of education; ontology; epistemology; theory of science; theory of value; theory and practice},
abstract = {Hvad er pædagogisk filosofi? Bogen tegner et billede af den aktuelle situation for filosofisk pædagogik i Norden gennem 13 forskere på området. En mangfoldighed af emner behandles, herunder ontologiske spørgsmål, værditeoretiske problemstillinger, videnskabsteori samt grænseområdet mellem pædagogisk praksis og teori.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2004,
title = {Utmaningar i filosofisk pedagogik},
year = {2004},
language = {swe},
publisher = {Studentlitteratur},
keywords = {philosophy of education; ontology; epistemology; theory of science; theory of value; theory and practice}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_alerbyeva_2020,
title = {The Digital Student : Beyond the Boundaries of the Body},
author = {Alerby, Eva and Ekberg, Niclas},
year = {2020},
language = {eng},
keywords = {education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2009,
title = {Ethics in school: from moral development to children's conceptions of justice},
author = {Backman, Ylva and Haglund, Liza and Persson, Anders and Gardelli, Viktor},
year = {2009},
language = {eng},
keywords = {education},
abstract = {A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. However, there has been little or no attention on how the individual learner conceptualizes and makes meaning out of ethical issues. That is, descriptions of processes. In this paper we will present what we take to be urgent questions that need to be investigated against the background of prior research and practical work at Södra teatern in Stockholm, Sweden. For eight years in a row, Södra teatern has had as a main project to lead a practice on the subject of philosophy with children. Several groups of youths in the age of nine to eighteen have regularly met to discuss philosophical thoughts and problems, which in a democratic manner are settled for discussion by the participants. Today this philosophical practice has spread to the north of Sweden. In Backman's final exam within the teacher education she has explored the development of children's (7‐8 years old) ability to argue for different ethical positions, both verbally and in writing and painting. This practice has been inspired by the tradition at Södra teatern, but customized to fit a regular school class in Luleå, with very little experience of philosophical discussion. In the very short period of five weeks Backman has been able to see quite significant changes in the children's ability to argue for their ethical positions. The study was initiated by examining some argumentative abilities of the pupils, for instance the ability of expressing an argument for an ethical position in writing. In the final part of the study, the same ability was examined in very similar circumstances, and the augment of expressed arguments in writing was significant. Another consideration that was raised as a consequence of the study regards the pupil's conceptualizing of ethical issues. In some conversations about the notion of justice it became clear that children interpreted the term very differently. This is not very surprising but important to pay further attention to. As mentioned earlier, there has been very little attention on how individual children conceptualize ethical issues. In this paper we argue that more interest should be put on investigating these issues in more depth, and we will do this by an outlining of a research application.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2011,
title = {Filosofi med barn och olika kunskapsformer},
author = {Backman, Ylva},
year = {2011},
language = {swe},
keywords = {filosofiska samtal; kunskap; utbildning; kritiskt tänkande; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2019,
title = {Filosofiska samtal för kommunikativ delaktighet},
author = {Backman, Ylva and Gardelli, Åsa and Gardelli, Viktor and Strömberg, Caroline},
year = {2019},
journal = {Tidningen Afasi},
volume = {4},
pages = {26--27},
language = {swe},
publisher = {: Afasiförbundet},
keywords = {filosofiska samtal; specialpedagogik; education},
abstract = {En forskargrupp vid Luleå tekniska universitetet har bedrivit filosofiska samtal med ungdomar och vuxna med förvärvade hjärnskador och deras personal i en folkhögskola och i en dagverksamhet.},
issn = {2001-9564}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2017,
title = {Mental well-being and philosophy for persons with acquired brain injuries},
author = {Backman, Ylva and Gardelli, Teodor and Gardelli, Viktor and Gardelli, Åsa and Strömberg, Caroline},
year = {2017},
language = {eng},
keywords = {education},
abstract = {According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2012,
title = {Philosophy with children: moral argumentation and the role of pictures},
author = {Backman, Ylva and Haglund, Liza and Persson, Anders and Gardelli, Viktor},
year = {2012},
journal = {Education for complex thinking through philosophical inquiry. Models, advances, and proposals for the new millennium.},
pages = {131--140},
language = {eng},
publisher = {Padova : Liguori},
keywords = {children; pictures; bilder; education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2024,
title = {Preliminary Results from a Philosophical Dialogue Intervention for Pupils with Intellectual Disability},
author = {Backman, Ylva and Franklin, Anders and Gardelli, Viktor},
year = {2024},
language = {eng},
keywords = {philosophical dialogues; p4c; pwc; intellectual disability; intervention research; special needs education; filosofiska samtal; intellektuell funktionsnedsättning; interventionsstudie; specialpedagogik; anpassad grundskola; education},
abstract = {In our previous research, we developed a theoretical concept that we call ‘the impossibility view’, denoting an attitude commonly held about people with certain disabilities, claiming that they cannot participate in philosophical dialogues, for alleged lack of skills, abilities or prerequisites. Inprior research, we have shown it false for several types of disabilities, and in our ongoing research project, we take on the challenge to prove the impossibility view false also for pupils with intellectual disability (ID), and study what influence a philosophical dialogue intervention has on socio-emotional development and experiences among pupils with ID. We use a mixed-methods pretest-posttest intervention design with an intervention school and a matched control school. In this paper, we outline the background of the research and describe the main methods used. During the presentation, we will present preliminary results.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2022,
title = {Results from a PwC Intervention in a Swedish Socio-economically Disadvantaged School – A Multiple Case Study of Students Diagnosed with Neurodevelopmental Disorders},
author = {Backman, Ylva and Gardelli, Viktor and Gardelli, Åsa and Franklin, Anders},
year = {2022},
language = {eng},
keywords = {philosophy with children; philosophical dialogues; p4wc; special needs education; neurodevelopmental disorders; school; filosofi med barn; filosofiska samtal; specialpedagogik; npf; skola},
abstract = {We will present results from a multiple case study based on interviews with students diagnosed with neurodevelopment disorders and their school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. Two small school classes participated in 12 philosophical dialogues each (ranging from 45 to 60 minutes) during a total of seven weeks. Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues. The philosophical dialogues mainly followed a ”routine” procedure, but a few differences can be noted. First, one of the facilitators wrote short stories prompting interest in contestable issues during the intervention, which helped the stimuli to get adapted to the groups’ developing interests. Second, in the start-up phase of several dialogues, the students were encouraged to practice dialogic skills through randomly assigned individual and group tasks based on both the jointly decided rules for interaction and on ART for kids (a tool for children to become aware of and evaluate dialogic quality and progress in inquiry dialogic sessions). During meta-dialogue, the groups returned to these tasks in order to increase meta-cognitive awareness, evaluate group performance, and set up short term goals for the upcoming session. Third, during two sessions, the sessions were organized in the form of a dialogic puzzle. The sample in this multiple case study contains students from two school classes (school years 3 and 4) in a Swedish elementary school. The school was small (about 150 students in total), rural, and ranked among the 10 % most socio-economically disadvantaged in Sweden. The school included students from around 20 different countries and about 20 % of the schools’ students were asylum seekers. All the students in the multiple case study were diagnosed with different neurodevelopmental disorders, such as attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), autism spectrum disorder (ASD), and severe developmental language disorder (DLD).We interviewed the students, four teachers who participated in the dialogues, and the school principal. The students were interviewed individually in direct connection to the end of the intervention about their experiences from the dialogues and their perceptions about the influence of the dialogues. The interviewed teachers (two in each grade) were those who had participated in the dialogues. They were interviewed in pairs, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. The staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. All interviews were semistructured. For each student, we present data from both student and staff interviews. We strive to give a representative picture of both the advantages and disadvantages expressed by students and staff. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_emmothbjrn_2021,
title = {Concepts and consequences of the aesthetic aspect in learning processes},
author = {Emmoth, Björn},
year = {2021},
language = {eng},
keywords = {aesthetic learning processes; learning processes; aesthetic form; meaning-making; education},
abstract = {Research topic and aimThe aesthetic learning process is a meaning-making process through an active reflection on previous and new experiences, where reason and emotions as well as imagination contribute to an innovate form-expression with the aim to touch and influence the learner emotionally. This takes place within the aesthetic form-language, where fragmented pieces of content are transformed into coherent whole in a personally shaped experience.This paper aims to explore some essential terms and concepts connected to aesthetic learning processes, specifically form-expression and form-language, and related terms like form, expression, mediating tools and content. How can we distinguish between these terms, and what consequences does this have for the theory formation of the aesthetic aspect in learning processes? Theoretical framework and research designMy ongoing research is based on hermeneutic philosophy provided by Ricoeur (1993). His text interpretation begins with explanation at the semiological structure level, continues with understanding at the semantic discursive level, to land in self-understanding through application and communication. The process oscillates between distancing and appropriation, between revealing and assigning meaning. The hermeneutical hypothetical-deductive analysis method aims to provide the most coherent and valid meaning for the statement.Expected results/findings The aesthetic quality is shown in the form, not in the content. An expression consists of a content in a form, and this expression of form, following Hohr and Pedersen (1996) and Austring and Sørensen (2006), is called a form-expression, shaped through the aesthetic form-language. There are different ways of categorizing representational forms, such as enactive, iconic and symbolic, where the symbolic can divides into an objective discursive and a subjective emotional form, later by Austring and Sørensen divided into the discursive, the iconic and the aesthetic representational form, where the last is called the aesthetic form-language. This form-language can be supplemented with the adjectives the subjective emotional shaping aesthetic symbolic form-language, and carries an expressive feeling about something, a personal shaped experience through a form-expression.Relevance to Nordic educational research Aesthetic learning processes is a Scandinavian concept, produced, established and developed in a Scandinavian context. It is of significance in all countries, and important to maintain further development of this pedagogical concept. ReferencesAustring, B. D. & Sørensen, M (2006). Æstetik og læring – grundbog om æstetiske læreprocesser. Hans Reitzels Forlag. Hohr, H. & Pedersen, K. (1996). Perspektiver på æstetiske læreprocesser. Olesen OffsetRicoeur, P. (1993). Från text till handling. Brutus Östlings bokförlag}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_emmothbjrn_2024,
title = {Embodied knowledge through aesthetic learning processes},
author = {Emmoth, Björn},
year = {2024},
language = {eng},
keywords = {aesthetic learning processes; aesthetic form; meaning-making; embodied knowledge; deep understanding; education},
abstract = {Research topicAesthetic learning processes (ALP) aims to form and transform fragmented pieces of content into personally shaped and expressed experiences. This paper aims to explore the role and importance of personally owned and embodied knowledge.Theoretical frameworkMy research in the field of ALP is based on Ricoeur’s comprehensive hermeneutic philosophy. I choose to emphasize the refiguration act, where the interpretation and understanding process from pre-understanding to self-understanding is completed through appropriation. This is an embodied completion by making one´s own what was initially alien. The constitution of the self is contem¬poraneous with the constitution of meaning.Methodological designRicoeur’s hermeneutical methodology is used for interpretation, refiguration and appropriation. The data from the school study is based on observations, written reflections/supervised self-completion questionnaire, and obtained course grades. In total, approximately 100 students and 50 teachers participated in the study.Expected findingsThe aesthetic is an essential foundation for the human created and communicated world, a prerequisite for experience and learning in general. The aesthetic connects to the formwork to embody the experience, i.e. a personal experience of and in the world. This experience weaves together new and previous experiences, thoughts and feelings, into a personal expression, where the form is cen¬tral to the meaning-making process. ALP concerns the qualitative encounter between the human and the world, where senses, emotions and imagination are valuable in the formation and expression of embodied knowledge. My research shows a significant correlation between a high aesthetic quality on the form-expression and a high course grade in school. This can be explained by the similarities between an aesthetically shaped and expressed experience, and the course criteria for the highest grade. A high course grade requires deep understanding, i.e. a personal conceptual embodied knowledge beyond simple reproduced surface knowledge. According to the students and teachers in the study, this can be advantageously achieved through ALP and its core elements.Relevance to Nordic educational researchAesthetic learning processes is a Scandinavian concept, produced and developed in this context, but of significance in all countries, also of importance for maintained development. The relevance of personal embodied knowledge can sadly be viewed as a challenging adventure in today´s neoliberal homogenized educational practices. ReferencesHohr, H & Pedersen, K. (1996). Perspektiver på æstetiske læreprocesser. OlesenRicoeur, P. (1991). From text to action. (K. Blamey, & J. Thompson. Trans.). Athlone. (Original work published in 1986)}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franssongran_2003,
title = {Teori och praktik i yrke och utbildning: Komparativa fallstudier med arkitekter, ingenjörer, sjuksköterskor och officerare.},
author = {Fransson, Göran},
year = {2003},
language = {swe},
publisher = {HLS Förlag},
keywords = {forskningsöversikt; teori; praktik; professionalisering; arkitekter; ingenjörer; sjuksköterskor; militära officerare; lärare; education; theory of science; vetenskapsteori; interdisciplinary research areas; tvärvetenskapliga forskningsområden},
abstract = {Intresset kring professioner och professionaliseringsprocesser har ökat under de senaste åren. Det är inte längre enbart forskare med tvärvetenskapliga ansatser som studerar fenomenen, utan alltfler aktörer inom olika yrkesgrupper är aktiva. Yrkesgrupper som tidigare huvudsakligen har haft en gedigen färdighetsträning som bas för yrkesutövning, har numera även utvecklat egen forskning som en del i en professionalisering. Andra delar i professionaliseringen är att fler yrkesutbildningar införlivats i det akademiska systemet, liksom att yrkens kunskapsbas och avgränsning gentemot andra yrken är stadd i ständig utveckling. Allt detta skapar spänningar och ger nya utmaningar i fråga om bildning, utbildning och yrkesutövande. Äldre yrkesutövare känner sig främmande för yngre teoretiskt skolade, men också yrkesmässigt mindre skickliga, kolleger. Lärarna i de akademiska yrkesutbildningarna kanske inte känner igen sig i de nya kraven på vetenskaplighet. Positioner flyttas i fråga om yrkeskunnande. Yrkens kunskapsbas förändras och det får följder för såväl yrkesutövning som utbildning. I detta uppstår lätt en polarisering mellan ”teori” och ”praktik”. Utmaningen i varje yrkesutbildning handlar om att förena dessa två aspekter, att gjuta samman dem i en gemensam yrkeskompetens. I denna forskningsöversikt beskrivs, analyseras och problematiseras några aspekter av detta – och då särskilt frågan om ”teori” och ”praktik”. Översikten utgör en pusselbit i förståelsen av hur yrkesgrupper kan reflektera över sig själv, sin kunskapsbas och sitt ansvarsområde. De yrkesgrupper som behandlas är arkitekter, ingenjörer, sjuksköterskor, militära officerare – och i viss mån – lärare.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2012,
title = {Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation},
author = {Gardelli, Viktor and Persson, Anders and Haglund, Liza and Backman, Ylva},
year = {2012},
journal = {Educating for complex thinking through philosophical inquiry. Models, advances, and proposals for the new millennium.},
pages = {197--208},
language = {eng},
publisher = {Padova : Liguori},
keywords = {communication; evaluation; education; school; kommunikation; värdering; utbildning; skola},
abstract = {In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2009,
title = {Ethics in school: a study of the foundation and methods for value communication},
author = {Gardelli, Viktor and Persson, Anders and Haglund, Liza and Backman, Ylva},
year = {2009},
language = {eng},
keywords = {education},
abstract = {This article is about a coming project concerning a coherentist approach to ethics in school. The project has two main parts; one theoretical and one empirical. The former focuses on philosophical problems and issues concerning coherentism as a metaethical position in general, and particularly when applied to the field of value education, and the latter aims to study some consequences of a coherentist approach to the study of discussing ethical matters with children.Metaethical coherentism is a position in the discussion about justification of moral judgements. According to coherentism, we build some kind of web in which different moral judgements are connected by some justification‐relation or the like. Some judgements might be more central than others, but these can be justified by the more particular and peripheral ones, and vice versa. Coherentism differs from foundationalism, according to which there are some foundational judgements that are not justified by any other judgements. The rest of our judgements are justified if they are justified by this foundation. We wish to study what benefits a coherentist approach might have in the study of ethical discussions in school. In Sweden, the educational system has as one of its main purposes to mediate a "value foundation" based on "Christian ethical tradition and western humanism" to the pupils. Suppose now that you have a foundationalist approach to ethical discussion in schools, as many seem to have had historically, and that some pupil expresses the judgement that some of his classmates have a lower value than him, due to the colour of their skin. This judgement conflicts with the judgement that the colour of ones skin does not have any bearing of ones value, included in the value foundation of the school. According to a foundationalist, we here have a conflict between foundational values, or so we can suppose. In this case, there is nothing obvious to do to resolve this conflict, because the foundational values cannot be justified; it is supposed that we simply realise the correctness of them by our moral intuition, or the like. A coherentist, on the other side, could point to how these two different judgements gain different amount of justification from other judgements, and thereby hopefully find consensus, and hence dissolve the conflict.Coherentism is not theoretically unproblematic, though. One problem is how to understand the justification‐relation. What does it mean that two propositions justify each other? Philosophers have discussed several different proposals. We give a new proposal, based on some of Arne Naess' theories. With regard to methods for ethical discussion in relation to a coherentistic approach, it seems as a "philosophy with children" approach will seem as a natural choice.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2011,
title = {Etik i skolan: Vad och varför?},
author = {Gardelli, Viktor},
year = {2011},
language = {swe},
keywords = {skola; värdegrund; dialog; filosofiska samtal; utbildning; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vestljonmagne_2012,
title = {The role of movies in Norwegiantextbooks.: A study of film as artefact in religious education.},
author = {Vestøl, Jon Magne},
year = {2012},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
volume = {2012},
pages = {84--105},
language = {eng},
publisher = {Karlstad : CSD Karlstads universitet},
keywords = {religious education; textbook; religious studies and theology},
abstract = {Drawing on perspectives on educational design, this article investigates the role of movies in Norwegian secondary school textbooks on religious education, including teachers’ handbooks and textbook websites. All passages containing references to films or movies have been included in the analysis. The distribution of references indicates that a film is an optional artefact and that movies are drawn mainly from a Western cinematic tradition and are related to topics such as Christianity and ethics. When textbook assignments introduce movies as artefacts mediating the understanding of religious issues, information about the message and the artistic role of the film seems to be downplayed. This indicates a need for reflection on how artefacts such as films are introduced into educational activity.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sorgenfreisimon_2018,
title = {Tanuki och Ganesha: museipedagogik och religionsdidaktik},
author = {Sorgenfrei, Simon},
year = {2018},
journal = {SO-Didaktik},
volume = {6},
number = {4},
pages = {24--33},
language = {swe},
publisher = {: Föreningen SO-didaktik},
issn = {2002-4525}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1992,
title = {Examination som undervisning: En undersökning av examinationsformer vid religionsvetenskaplig utbildning i Uppsala},
author = {Bäckström, Anders},
year = {1992},
language = {swe},
publisher = {Uppsala universitet},
keywords = {examination; religionsvetenskaplig utbildning; sociology of religion; religionssociologi},
abstract = {Studien visar att 78 % av de studerande har anpassat sig till de examinationsformer som förekom på respektive kurs. Dessutom ansåg 75 % att examinationen i alltför hög grad var reproducerande men att examinationen i övrigt behandlade relevanta problemområden. Det är de utbildningsmotiverade som vill ta bort de graderade betygen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjlundhsbergcathrine_2026,
title = {“A Sense of the Moral Weight of the Past”: Framing Ethical and Affective Significance in Relation to Swedish Middle-School Students and Historical Empathy},
author = {Sjölund Åhsberg, Cathrine and Franck, Olof},
year = {2026},
journal = {Nordidactica -Journal of Humanities and Social Science Education},
volume = {2025},
number = {15},
pages = {62--86},
language = {eng},
keywords = {historical thnking history education histroical significance ethical significance affective significance historical empathy ethical judgments guilt action readiness},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_6,
title = {Didaktiska omställningar: Mellan teoretiska och praktiska ämnesrum},
year = {2017},
language = {swe},
publisher = {Göteborg : Institutionen för litteratur, idéhistoria och religion},
abstract = {En antologi kring ämnesdidaktiska frågor där metodiken får en framskjuten plats inom studier av litteratur och religion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skogarbjrn_2004,
title = {Religionsundervisning med kulturhistorisk profil},
author = {Skogar, Björn},
year = {2004},
journal = {Interkulturell pedagogik i teori och praktik},
pages = {75--98},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2023,
title = {Religionsundervisning i dialogiskt perspektiv},
author = {Vikdahl, Linda},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {297--304},
language = {swe},
publisher = {: Gleerups Utbildning AB},
keywords = {historical studies; historiska studier}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franklinanders_2013,
title = {Thinking in the upper secondary school: On the coherency between Thinking in education and the curriculum for the Swedish upper secondary school 2011},
author = {Franklin, Anders and Johansson, Jonatan and Backman, Ylva and Gardelli, Viktor and Strömberg, Caroline},
year = {2013},
language = {eng},
keywords = {philosophy for children; philosophy with children; lipman; philosophy of education; curriculum; sweden; education; educational theory; utbildningsfilosofi; filosofi med barn; filosofi för barn; skola; läroplan; utbildningsteori; utbildning}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rydelljohnsnhenrik_2007,
title = {Reading John Climacus: Rhetorical Argumentation, Literary Convention and the Tradition of Monastic Formation},
author = {Rydell Johnsén, Henrik},
year = {2007},
language = {eng},
publisher = {Centre for Theology and Religious Studies, Lund University},
abstract = {Popular Abstract in Swedish Denna avhandling består av en undersökning av den litterära formen och den litterära kompositionen hos Johannes Klimakos Stege, samt en studie av hur författaren använder traditionen för att undervisa sin läsare. Förutom en kort introduktion och en genomgång av tidigare forskning, omfattar avhandlingen fyra kapitel. I det första kapitlet visas, utifrån ett antal detaljerade textanalyser, att textmaterialet i de enskilda stegen i texten inte är slumpmässigt uppställt, utan ordnat efter litterära konventioner för att leda läsaren genom en specifik undervisning. I andra kapitlet bekräftas observationerna från kapitel ett genom en jämförelse med litterär praxis. Utifrån en omfattande korrespondens i fråga om litterär komposition mellan Stegen och moraltraktater av Seneca d.y. och Plutarchos från Chaironeia, hävdas att vi bör omvärdera vår förståelse av textens litterära form. Stegen är inte en samling aforismer utan en argumentativ moraltraktat. I det tredje kapitlet undersöks Stegen i fråga om litterär stil. Det visas att textens komposition i stor utsträckning förefaller var bestämd av litterära stilideal. Textens fragmentariska uttryck är inte osannolikt en effekt av vad som har kallats the jeweled style inom senantik poesi och prosa. I fjärde kapitlet visas, inte bara att Johannes Klimakos i stor utsträckning arbetar med den monastiska traditionen i form av texter, utan också att han använder texter och textmönster för sitt eget syfte och sin egen argumentation. Det hävdas i motsats till tidigare forskning att Stegen bör förstås, inte som en systematisering eller summering av vad vi finner hos ökenfäderna, utan som en undervisning där traditionen återanvänds med ett specifikt syfte, att förbereda munken i klostret för eremitlivet. Det visas också hur Johannes Klimakos läser arvet från Evagrios Pontikos med nya ögon; fokus i den asketiska kampen har flyttats från vreden och strävan efter ett rent sinne, till det kroppsliga begäret och strävan efter en ren och förvandlad kropp.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fazlhashemimohammad_2016,
title = {Islam - ritualer och heliga platser},
author = {Fazlhashemi, Mohammad},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {97--109},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {islam; ritualer; heliga platser; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews},
abstract = {Två av punkterna i det centala innehållet i kursplanen för religionskunskap för årskurs 4 till 6 är dessa: Ritualer och religiöst motiverade levnadsregler samt heliga platser och rum i kristendomen och i de andra världsreligionerna islam, judendom, hinduism och buddhism, och Centrala tankegångar bakom ritualer, levnadsregler och heliga platser i kristendomen och de andra världsreligionerna, till exempel som de uttrycks i religiösa berättelser i Bibeln och andra urkunder. I det här kapitlet ges exempel på och diskuteras ritualer, levnadsregler och heliga platser och rum, och centrala tankegångar bakom dem, som kan knytas till islam och dess traditioner. Syftet är att ge en introduktion som kan vara användbar och värdefull för planering och genomförande av undervisning om islam i årskurs 4 till 6.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rasmussenhannefie_2022,
title = {Etik som intenderet, aktualiseret og evalueret indhold i Kristendomskundskab/Religion på læreruddannelsen},
author = {Rasmussen, Hanne Fie and Nørgaard, Julie and Østergaard Nielsen, Julie},
year = {2022},
journal = {Nordidactica},
volume = {2022},
number = {12},
pages = {44--61},
language = {dan},
publisher = {Karlstad : CSD Karlstad},
keywords = {content; teacher education; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Ethics is not a separate subject in the Danish primary school but incorporated in other subjects in various ways e.g. as part of the subject kristendomskundskab/religion (Knowledge of Christianity). It remains unclear precisely how student teachers are prepared for addressing ethics as a didactic content in relation to their future teacher profession. This article explores ethics as a didactic content in the course in Danish teacher education and centers on how teacher educators initiate student teachers into the above-mentioned field. With an outset in Frede V. Nielsens approach to didactic content we conducted interviews with teacher educators, collected course plans and student assignments to explore how ethics undergo stages of transformation. Focusing on ethics as an intended content, as an actualised content concluding with ethics as an evaluated content. Subsequently we apply action-oriented didactics and Gert Biestas three domains of purpose; qualification, socialization, and subjectification, and discuss how these become apparent and how they can contribute to prepare student teachers for their future teacher profession. This article illustrates a diversity of ways of working with ethics as didactic content in the course in Danish teacher education including how ethics can be centered around action-orientated didactics and the potentials, challenges and points of attention this imparts to the course.},
issn = {2000-9879}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_lejonkjello_2012,
title = {“Conservative with a heart”: reflektioner över George W. Bushs “compassionate conservatism”},
author = {Lejon, Kjell O.},
year = {2012},
language = {swe},
publisher = {Linköping University Electronic Press},
abstract = {det ideologiska och praktiskpolitiska identitetsbygge som George W. Bush under sin presidentperiod arbetade med på den inrikespolitiska arenan fanns en rad ideologiska byggklossar som var hämtade från tankar omkring en ”compassionate conservatism”. Arbetet med bygget, som oftast skedde i skuggan av utrikespolitiska händelser, framskred på flera fronter under hela presidentperioden. Det ingick i en övergripande politisk policy med två inriktningar eller huvudmål, sammanfattningsvis beskrivna i det första installationstalet med orden ”justice” och ”compassion.”Målen återkom exempelvis i ett ”fund-raising letter” daterat den 23 maj 2003. I detta brev nämnde Bush att hans arbete syftade dels till ”expanding peace and freedom throughout the world” – en policy som drabbades hårt av den svåra politiska och militära utvecklingen i Irak och Afganistan, dels till att hjälpa nationen att bli mer ”compassionate and prosperous”.Bush kunde i sammanhanget mycket förenklat beskriva sin egen ”compassionate conservatism” med att säga att han var en ”conservative with a heart”. Detta skedde till exempel när han tillfrågades om varför han så starkt betonade god undervisning för alla barn och det därtill hörande temat ”No Child Left Behind”. I installationstalet förklarade Bush vidare: ”America, at its best, is compassionate”. Bakom dessa ord och bakom ett flertal politiska ställningstaganden fanns naturligtvis sammansatta och komplicerade drivkrafter. Flera av de byggklossar som i Bushs politiska och praktiska identitetsbygge bildade själva fundamentet hade otvetydiga kopplingar till en religiöst präglad övertygelse. För att fullt ut kunna förstå den politiska frågan krävs därför även kännedom om dess religio-politiska kontext.Syftet med detta arbete är att från religionsvetenskaplig synvinkel på ett introducerande sätt presentera några reflektioner över religionens roll för George W. Bushs ”compassionate conservatism.”}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_alfejevhilarion_2010,
title = {Trons mysterium: En introduktion till den ortodoxa kyrkans troslära och andlighet},
author = {Alfejev, Hilarion},
year = {2010},
language = {swe},
publisher = {Artos & Norma},
abstract = {Efter 70 år av statligt påbjuden ateism och återkommande förföljelser, har den Ryska Kyrkan under de senaste två decennierna genomgått en närmast mirakulös pånyttfödelse och förnyelse. Svårigheterna är många; den nya friheten innebär många utmaningar. En utmaning utgörs av att många i de nya generationerna har diffusa föreställningar om vad kristen tro är. En av de mest framstående i den nya generationen av teologer, lärare och kyrkoledare är metropoliten Hilarion (Alfejev) av Volokolamsk. Hans bok »Trons mysterium«, tänkt som en lättillgänglig introduktion till ortodox troslära för hans unga landsmän, utgavs första gången på ryska år 1996 och har hittills utkommit i fem upplagor. Boken har översatts till en rad språk, inte enbart engelska, franska, tyska och italienska utan även exempelvis polska, finska och serbiska. I Trons mysterium, en introduktion till den ortodoxa kyrkans troslära och andlighet möter vi en undervisning som för många kan bli en ögonöppnare om djupen och klarheten i kyrkans tro.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rnnegrdper_2007,
title = {Threads and Images : The Use of Scripture in Apophthegmata Patrum},
author = {Rönnegård, Per},
year = {2007},
language = {eng},
publisher = {Centre for Theology and Religious Studies, Lund University},
abstract = {Popular Abstract in Swedish Studien behandlar bibelbruket i den grekiska systematiska samlingen av Apophthegmata Patrum ( kenfädernas tänkespråk). Efter en inledande genomgång av tidigare forskning på biblebruk i allmänhet och det i tänkespråken i synnerhet formuleras undersökningens syfte så: att beskriva hur bibeltexten kontextualiseras, dvs. hur texten infogas i den undervisning och de ideal som förmedlas i det tänkespråk som bibeltexten ingår i. Samlingen placeras i genren kriasamlingar (samlingar av korta kärnfulla tänkespråk som tillskrevs kända personligheter). Ett klassifikationssystem, en "referens-taxonomi", utvecklas för att bestämma vilka tänkespråk som citerar, parafraserar eller anspelar på bibelställen på ett tydligt sätt. Studien baseras på de 155 tänkespråk som innehåller de mest uppenbara användingarna av bibeln. I kapitel tre analyseras 32 av dem på ett ingående sätt. I kapitel fyra utgör samtliga 155 tänkespråk grunden för en systematisering av bibelbruket. En uppsättning kategorier utvecklas utifrån hur bibeltexten görs relevant för tänkespråkens första läsare genom att trådar av bibliskt material vävs in i tänkespråkens nya text. En annan uppsättning kategorier utvecklas utifrån vilken roll bibeltexter har i enskilda tänkespråk. Slutligen jämförs olika slags bibelbruk i tänkespråken med hur en kria kunde utvecklas i en ergasia, en grundläggande retorisk övning som användes som en förberedelse för retorskolan i den tidens utbildningssystem.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_4,
title = {Religionsundervisning med förankring i ett sekulärt religionsbegrepp. Recension av Andreassen, Bengt-Ove (2012). Religionsdidaktikk. En innføring. Oslo: Universitetsforlaget.},
author = {Franck, Olof},
year = {2013},
journal = {Religion och livsfrågor},
pages = {24--26},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2010,
title = {Mapping a Moral Landscape of IPCC},
author = {Kronlid, David O},
year = {2010},
journal = {Religion and Dangerous Environmental Change},
language = {eng},
publisher = {Berlin, Münster, Zürich, London : LIT Verlag},
keywords = {climate change; social justice; capabilities; ipcc; klimatförändringar; rättvisa; grundläggande förmågor},
abstract = {Public discourse indicates that e.g. researchers, churches, economists, lay people, climate experts, policymakers, artists and educators agree that climate change1 involves serious moral challenges to glocal communities. Still, with some exceptions moral philosophers and ethicists have not paid attention to the moral dimension of mitigation, adaptation and vulnerability. Thus, this chapter and this book are unusual voices in a slowly expanding field of crossdisciplinary climate change research in highlighting meanings of ethical aspects of climate change. The main purpose of this chapter is to identify and clarify the ethical content of current climate change discourse. This is accomplished by answering the question of what a climate change moral landscape would look like according to the Intergovernmental panel of climate change (IPCC)4 from the point of view of the capabilities approach (TCA). Thus, the results reported in this chapter stems from an ethical5 analysis of selected documents from IPCC’s fourth assessment report (AR4).6 This reading (or mapping) of IPCC is related to climate change philosophy, anthropology, theology and mobility research. Following this introduction, the second part produces a theoretical and methodological framework for the analysis and it also includes a short introduction to TCA. The third and main section presents results of the analysis. The final part includes conclusions and a discussion of the results as well as comments on and suggestions for further research.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavid_2005_1,
title = {Strukturell miljöorättvisa: en miljöetisk diskussion om Hormoslyrbesprutningens Konsekvenser},
author = {Kronlid, David},
year = {2005},
language = {swe},
keywords = {environmental justice; iris marion young; structural oppression; agent orange; miljörättvisa; hormoslyr}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_petterssonper_2003,
title = {Religious education in Sweden},
author = {Pettersson, Per},
year = {2003},
language = {eng},
keywords = {religious studies and theology}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_2015_3,
title = {Representera eller bli representerad - elever med religiös positionering i religionsundervisningen},
year = {2015},
journal = {Religion & Livsfrågor},
volume = {3},
number = {2015},
pages = {2--24},
language = {swe},
keywords = {religionsundervisning; religionsdidaktik; religionskunskap; elever med religiös positionering; interreligiös dialog}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgcaroline_2021,
title = {Avstånd, delaktighet, längtan: gudstjänst i en tid av religiös förändring},
author = {Klintborg, Caroline},
year = {2021},
language = {swe},
publisher = {Artos Academic},
keywords = {religionspedagogik; delaktighet; gudstjänst; svenska kyrkan; education},
abstract = {I Asarums pastorat, Lunds stift har man under två år satsat tid pengar och personella resurser för att öka antalet deltagare i söndagens gudstjänst och deras upplevda delaktighet i densamma. Man har satsat stort och vunnit mycket, men kanske inte vad någon förväntat sig. Projektet ska efter två år visa sig ha krävt ett arbete för att öka en upplevd delaktighet bland de anställda själva. Som forskare har Caroline Klintborg inbjudits att följa satsningen. Boken ger läsaren en möjlighet att komma nära såväl medarbetare som församlingsbor och deras tankar kring gudstjänst och delaktighet. Gudstjänstsatsningen i Asarums pastorat och de många röster som Caroline Klintborg lyhört presenterar, ger exempel på uttryck för ett avstånd till gudstjänst, till kyrka och till en kristen identitet. Men de ger också exempel på en längtan inte minst bland församlingens medlemmar. En längtan efter delaktighet och ett sammanhang för samtal om livet och efter nya sätt att vara kyrka i en tid av religiös förändring.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2015,
title = {The Swedish curriculum in religious education: Can it be viewed as intercultural?},
author = {von Brömssen, Kerstin},
year = {2015},
language = {eng},
keywords = {curriculum; religious education; interculture; sweden; education; religious studies and theology},
abstract = {There are a small number of binding legal standards requiring Europe or the international community at large to implement intercultural education. However, global actors such as UNESCO, the European Union, and the Council of Europe have raised the agenda and “inspired” national changes through reports, recommendations and action plans. However, research show that the newly formulated curricula in Sweden as well as all over the world, are under pressure of globalization and Europeanisation, leading to denationalization and an instrumental view of knowledge (Ball, Goodson & Maguire 2007; Wahlström 2014).The aim of this paper is to discuss the subject Religious Education in the Swedish curriculum out from a critical discourse analytic perspective (Fairclough 2003). Religious Education in Sweden is a subject for all students from grade one in primary school right through to grade three in upper secondary school. This model is sometimes categorized as an “integrative model” of Religious Education (Alberts 2007) and has always been so in Swedish compulsory schools (von Brömssen & 2Rodell Olgaç 2010; Hartman 2000).However, the subject has changed considerably over the years. It is currently stated in the curriculum that teaching in the subject of religion in Sweden should “aim at helping students broaden, deepen and develop knowledge of religions, outlooks on life and ethical standpoints, and where applicable different interpretations of these” (Lgr 11).As religion and Religious Education usually works as part of the national formation of a citizen, it is interesting to analyse potentially intercultural framework in the Swedish curriculum for Religious Education (cf Gruber & Rabo 2014). Thus, there will be a focus in the paper on the question whether the Swedish curriculum of Religious Education can be said to encompass intercultural perspectives and intercultural competencies or not. ReferencesAlberts, Wanda (2007) Integrative religious education in Europe- a study of religions education approach. Berlin: Walter de Gruyter.Ball, Stephen, J., Goodson, Ivor & Maguire, Meg (2007) Education, globalization and new times. London: Roultledge.von Brömssen, Kerstin & Rodell Olgaç Christina (2010) Intercultural education in Sweden through the lences of the national minorities and of religious education. Intercultural Education, 21(2), pp. sidor:121-135. Fairclough, Norman (2003). Analysing discourse. Textual analyses for social research. New York: Routledge.Gruber, Sabine & Rabo, Annika (2014) Multiculturalism Swedish Style: shifts and sediments in educational policies and textbooks. Policy Futures in Education 12(1), pp. 56-66.Hartman, Sven, G. (2000) Hur religionsämnet formades. In Edgar Almén, Ragnar Furenhed, Sven G. Hartman & Björn Skogar (Eds) Livstolkning och värdegrund. Att undervisa om religion, livsfrågor och etik. Skapande Vetande, 37, pp. 212-251.Linköping: Linköpings universitet.Hartman, Sven, G. (2011) Perspektiv på skolans religionsundervisning. In Malin Löfstedt (Ed.) Religionsdidaktik. Mångfald, livsfrågor och etik i skolan, pp. 19-34. Lund: Studentlitteratur.Kursplan – Religionskunskap, http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/grundskola/religionskunskapLgr 11 (2011) Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011. http://www.skolverket.se/publikationerWahlström, Ninni (2014) Utbildningens villkor II- en denationaliserad utbildningskonception. Utbildning & Demokrati, 23(3): pp. 77-91. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2025_2,
title = {Introduktion: Kristendomens plats i religionskunskapen och i samhället},
author = {Liljestrand, Johan},
year = {2025},
journal = {Religion & Livsfrågor},
volume = {2},
pages = {2},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2011,
title = {IRU på muslimska friskolor: En översättning av islam till det svenska skolsystemet},
author = {Berglund, Jenny},
year = {2011},
journal = {Tvära möten},
pages = {155--168},
language = {swe},
publisher = {Huddinge : Södertörns Högskola},
keywords = {islamisk religionsundervisning; muslimska friskolor}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2011,
title = {Religionsdidaktik som kunskaps- och forskningsfält},
author = {Osbeck, Christina},
year = {2011},
journal = {Religionsdidaktik },
pages = {35--50},
language = {swe},
publisher = {Lund},
keywords = {religious studies and theology}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1989,
title = {Från psalmer till Mikael Wiehe: psalmer och visor i gymnasieskolans religionskunskap. Ett didaktiskt metodiskt projekt},
author = {Selander, Sven-Åke},
year = {1989},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1988_1,
title = {Hymnologie und Didaktik},
author = {Selander, Sven-Åke},
year = {1988},
journal = {IAH Bulletin},
number = {16},
pages = {137--153},
language = {deu},
issn = {0925-5451}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2016,
title = {Gender in research on religious education and values formation},
author = {Sporre, Karin},
year = {2016},
journal = {Diversity and intersectionality},
pages = {23--47},
language = {eng},
publisher = {Bern : Peter Lang Publishing Group},
keywords = {gender; religious education; values formation; intersectionality; british journal of education; journal of moral formation; south african journal of education; gender and education; religionsdidaktik; värdeförmedling; intersektionalitet},
abstract = {How is gender understood in contemporary research on religious education and values formation/education? This is the question of this chapter which presents a thematic analysis of a sample of articles published between 2000 and 2014 in British Journal of Religious Education and Journal of Moral Education. To allow for comparison the South African Journal of Education and Gender and Education were also studied. Articles were identified via the search engine of each journal by using the search term 'gender'. Three kinds of use of gender theory are defined, basically depending on how the category of gender is understood. The uses can be described as viewing sex and gender related to girls and boys, or women and men, implying sex/gender differences (Phase I); gender as connected to structural inequalities (Phase II); and gender as performative and as social constructions with variations (Phase III).}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hammarnnils_2023,
title = {Normtrubbel i skolan: att etiskt närma sig frågor om kön och sexualitet i undervisningen},
author = {Hammarén, Nils},
year = {2023},
journal = {Olof Franck & Peder Thalén (red.), Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2010,
title = {Religionskunskap, religion och filosofi},
author = {Franck, Olof},
year = {2010},
journal = {Religion och livsfrågor},
volume = {1},
number = {2010},
pages = {6--7},
language = {swe},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wickstrmjohan_2024,
title = {Lärandebegrepp och kunskapsinnehåll i Svenska kyrkans officiella texter om undervisning och lärande},
author = {Wickström, Johan},
year = {2024},
journal = {Nordisk Tidskrift för Allmän Didaktik},
volume = {1},
number = {10},
pages = {1},
language = {swe},
publisher = {: Göteborgs universitet},
keywords = {religionsdidaktik; religionspedagogik; pragmatism; sociokulturell teori; praxisgemenskap; svenska kyrkan; curriculum studies},
abstract = {Studien undersöker lärandebegrepp i Svenska kyrkans officiella texter om undervisning och lärande. Genom en begreppsanalys studeras hur texterna förklarar, definierar och/eller kontextualiserar lärandebegreppet samt vilket kunskapsinnehåll som knyts till begreppet. Lärandebegreppet är mångtydigt och svårdefinierat, och betraktas i artikeln som ett travelling concept som tillskrivits olika betydelser i olika institutionella och pedagogiska kontexter. Med utgångspunkt i samtida pedagogiska teorier om lärande konstruerar studien en modell där de aktuella texternas lärandebegrepp inplaceras analytiskt i spänningen mellan individuellt och socialt och mellan beteende, tänkande och socialt blivande. Lärande- och kunskapsinnehållet i lärandebegreppen studeras genom Biestas uppdelning mellan kvalifikation, socialisationoch subjektifiering. Resultaten visar att Svenska kyrkans lärandebegrepp är präglade av pragmatiska, situerade och sociokulturella perspektiv på lärande. Texterna definierar aldrig lärande eller knyter det explicit till någon enskild lärandeteori. Sammantaget visar dock analysen att lärande i huvudsak förstås som deltagande i kyrkans praxisgemenskap. Det finns även en spänning i texterna mellan faktakunskaper och deltagande, varvid vissa kunskaper inte är intersubjektivt tillgängliga utanför tron.},
issn = {2002-2832}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ajagnlesterluis_2005,
title = {Mot en pluritopisk hermeneutik},
author = {Ajagán-Lester, Luis},
year = {2005},
journal = {Text och existens},
pages = {143--160},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {hermeneutik; pluritopisk hermeneutik; `den andre`; theoretical philosophy; teoretisk filosofi; education},
abstract = {Luis Ajagán-Lester fokuserar i sin artikel `den andres hermeneutik` - mötet mellan medlemmar av olika kulturer och frågan hur hermeneutiken kan bidra med förståelse av den Andre. Både tolkningar som är baserad på avstånd i tid respektive rum aktualiserar frågan om hur man förstår sig själv genom bilden av den andre/det andra. Den bildade européns slutenhet i sin egen värld har bidragit till hermeneutikens `monotopika` karaktär. Begreppet `takt`framskrivs en central kategori mi mötet med den andre och i utvecklandet av en `pluritopisk`hermeneutik och `polyfon tolkningsprocess`.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_buchardtmette_2015,
title = {Cultural Protestantism and Nordic Religious Education: An incision in the historical layers behind the Nordic Welfare state model},
author = {Buchardt, Mette},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {131--165},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; cultural protestantism; liberal theology; the nordic model of education; history of education; curriculum; transnational agents; welfare state history; church history; theology; religious studies and theology},
abstract = {Is there a Nordic model for Religious Education? The article explores how Cultural Protestantism and Liberal Theology influenced the ways in which Religious Education developed in Sweden, Denmark and Norway from the late 19th century until the mid-20th century as part of the transformation of the relations between church and state. Situated between history of education and curriculum, church history and transnational welfare state history, the article focuses on three transnationally acting theologians, early historians and psychologists of religion and public debaters who involved themselves in the question of education, namely Nathan Söderblom (1866-1931), Edvard Lehmann (1862-1930) and Eivind Berggrav (1884-1959), who serve as prisms for the transnational historical analysis of what takes place between states and social fields. The article suggests that Nordic Cultural Protestantism contributed to a model of religious education which in complex ways combines secularization in the meaning of division of the church-state relation with sacralization of the state and its so-called culture.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_4,
title = {Religioner, livsåskådningar och etik. För lärare årskurs 4 - 9 och gymnasiet. 2 uppl.},
year = {2023},
language = {swe},
publisher = {Gleerups},
keywords = {religioner; livsåskådningar; undervisning; religion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2014_1,
title = {Conditions for Teaching and Learning in Religious Education (RE): Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden},
author = {Osbeck, Christina},
year = {2014},
journal = {Nordidactica},
volume = {2014},
pages = {76--96},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {discursive practice; speech genre; language; religious education; religious studies and theology},
abstract = {In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nystrmdaniel_2019,
title = {The Social Studies Subjects and Interdisciplinarity},
author = {Nyström, Daniel},
year = {2019},
journal = {Nordidactica},
volume = {3},
pages = {24--44},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {interdisciplinarity; comparative subject didactics; social studies; upper secondary school; civics; geography; religious education; heinz heckhausen; tvärvetenskaplighet; jämförande ämnesdidaktik; samhällsorienterande ämnen; gymnasieskolan; samhällskunskap; geografi; religionskunskap; education; subject-specific education},
abstract = {This article examines the ways in which the term tvärvetenskaplig is conceptualized within the social studies subjects (geography, religious education, civics, and history) in Swedish upper secondary school. The term tvärvetenskaplig is generally translated as interdisciplinary. Through a comparative analysis of syllabi (ämnesplaner), subject didactic textbooks, and schoolbooks, existing descriptions of the term are identified. These descriptions are in turn analyzed using theoretical perspectives on interdisciplinarity. The article agrees with the viewpoint that interdisciplinarity is a form of progressive discourse. Moreover, the analysis employs Heinz Heckhausen’s typology of interdisciplinarity, which differentiates between indiscriminate, pseudo, auxiliary, composite, supplementary, and unifying interdisciplinarity. It is concluded that different subjects ascribe different understandings of interdisciplinarity to the concept of tvärvetenskaplighet.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2023,
title = {Action Readiness and Motivational Theories of Emotion in Education for Sustainable Development},
author = {Grice, Marie and Franck, Olof},
year = {2023},
journal = {ECER, Glasgow, 230822 - 230825},
language = {eng},
keywords = {competence; moral literacy; normative competence; action readiness; moral exemplars; education for sustainable development},
abstract = {The broad focus of this paper is ethical competence in ESD. It is an action-oriented concept, which requires ethical thinking in the decision-making process and motivation to act. A learning context that will harbour the development of action-oriented concepts needs to be exploratory and transdisciplinary, and open to new ways of knowing and learning as an individual in a collective way. The notion of ethical competence is approached theoretically, and action readiness is introduced as a re-constitution of action competence. Both virtue theorists Ernest Sosa and Linda Zagzebski direct attention to the conceptualization of competence. Emotion as a multidimensional construct is an acknowledged antecedent to motivation and action. Finally. Nancy Tuana’s framework for moral literacy is introduced into the field of ESD, and normative competence is suggested as a practical-pedagogical concept.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_pedersenhelena_2019_1,
title = {Educación en el complejo animal-industrial},
author = {Pedersen, Helena},
year = {2019},
journal = {Revista Latinoamericana de Estudios Críticos Animales},
number = {1},
pages = {131--147},
language = {spa},
keywords = {educación secundaria y superior; esquizoanálisis; complejo animal-industrial},
abstract = {Este capítulo, basado en un trabajo de campo etnográfico y entrevistas en las áreas de formación veterinaria y de educación secundaria superior, aborda las conexiones entre la educación en ciencia animal y las industrias animales a través de un concepto esquizoanalítico: la máquina abstracta (Deleuze y Guattari, [1980]2004). Se explorarán dos grandes ejes entrecruzados que trascienden la educación en ciencia animal: el capital animal y el complejo animal-industrial. En primer lugar el capítulo identifica y pone de manifiesto un “eslabón perdido” en la investigación educativa dentro de los estudios en capital animal y en el complejo animal-industrial. En segundo lugar, el capítulo se pregunta qué sucede con el complejo animal-industrial dentro de un enfoque esquizoanalítico de la educación. La noción del complejo animal-industrial necesita ser modificado para dar cuenta de la función multifacética de la educación dentro de esta perspectiva. En términos esquizoanalíticos, el complejo animal-industrial es una máquina abstracta que organiza las condiciones de vida para los animales y para los estudiantes en el sistema educativo, así como de la sociedad en su conjunto.},
issn = {2346-920X}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_elgaidikhalid_2017,
title = {Matematik - ingen åskådarsport: Matematiker på KTH reflekterar över lärande och undervisning},
author = {El Gaidi, Khalid},
year = {2017},
language = {swe},
publisher = {Khalid El Gaidi},
keywords = {dialog; reflektion; vardagsexempel; konkretion; erfarenhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bjerstedtsven_2017,
title = {The musical present: A polyphonic philosophical investigation},
author = {Bjerstedt, Sven and Fossum, Hanne and Leijonhufvud, Susanna and Lonnert, Lia},
year = {2017},
journal = {Nordisk musikkpedagogisk forskning},
pages = {9--39},
language = {eng},
publisher = {Oslo : Norges musikkhøgskole}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2021,
title = {Känsliga frågor, nödvändiga samtal. Att lära om och av kontroverser},
year = {2021},
language = {swe},
publisher = {Studentlitteratur},
keywords = {kontroversiella frågor; samtal; utbildning; polarisering; kontroverser; skolan}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2018_1,
title = {Livsfrågor och etik i interkulturell religionsundervisning - för självreflektion och samreflektion},
author = {Löfstedt, Malin},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {217--234},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_pistoneisabella_2021,
title = {Education after Auschwitz: Educational outcomes of teaching to prevent antisemitism},
author = {Pistone, Isabella and Andersson, Lars M and Lidström, Allan and Mattsson, Christer and Nelhans, Gustaf and Pernler, Tobias and Sager, Morten and Sivenbring, Jennie},
year = {2021},
language = {eng},
publisher = {Segerstedtinstitutet},
keywords = {antisemitism; prevention; teaching and learning about the holocaust; holocaust education; systematic review; scoping review; library and information science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_fribergingemar_2018,
title = {Humanism beyond social constructivism},
author = {Friberg, Ingemar},
year = {2018},
journal = {Humanitites in Transition International Conference},
pages = {30--30},
language = {eng},
publisher = {: Consejo Superior de Investigaciones Científicas},
keywords = {humanities; posthumanism; evolution; steven pinker; svenska med didaktisk inriktning; swedish and education},
abstract = {Steven Pinker’s The Blank Slate, with its subtitle The Modern Denial of Human Nature, published 2002, is a book that every person active within the field of humanities should read. The main thesis in the book is that man is not so much a tabula rasa where different social powers form his identity, as nature shaped by evolution. From the perspective of the humanities this more or less biological view is often seen as narrow and reductionist. The humanist alternative is man seen as a social construction shaped by history and the forces that lie within it. Man is culture, not nature. As representatives of the humanities we often see ourselves as an elite with the intellectual tools to see the powers that shape history, society and institutions. The typical humanist sees him- or herself as a critic of contemporary society with the agenda of liberating the oppressed. Intellectuals in the humanities therefore to easily lend themselves to the social engineering of ideologies. This is also one reason why the role of the humanist and the humanities is questioned within contemporary society. In a complex and incomprehensible world we doubt that a political elite can be the Master Planners that shape society towards total equality. The expanding research in genetics shows us that much of our identity is shaped by our biology. To regain its rightful intellectual status and importance, humanism, or perhaps post-humanism, needs to question its role of reshaping the nature of man by social means, and with realism see and accept ourselves as one creature among others fabricated through evolution, and thus ask the interesting questions about such a partly flawed being.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2013_1,
title = {Läsning och lösning: metodbok för digital arkivforskning i religionspedagogik},
author = {Zipernovszky, Hanna},
year = {2013},
language = {swe},
publisher = {Forskningsarkivet, Umeå universitet},
keywords = {digitaliserade arkiv; katekeskunskap; medborgarfostran; dutch reformed church; sydafrika},
abstract = {Boken leder in i de digitalt tillgängliga arkivkällornas värld för en historisk belysning av aktuella religionspedagogiska frågeställningar. Fokus liger på kyrkoarkivkällor från Sverige och Sydafrika och genom en metoddiskussion aktualiseras primära källors betydelse i lärandeprocessen.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_risenforssignild_2018,
title = {Religion och livstolkning bland barn och unga},
author = {Risenfors, Signild and von Brömssen, Kerstin},
year = {2018},
journal = {Barn- och ungdomsvetenskap. Grundläggande perspektiv.},
pages = {421--434},
language = {swe},
publisher = {Stockholm : Liber},
keywords = {religion; livstolkning; ungdom; educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_risenforssignild_2015,
title = {The Location of Religion in Upper Secondary Schools: Exploring Discourses on Religion},
author = {Risenfors, Signild},
year = {2015},
language = {eng},
keywords = {educational science}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rosenquistjoachim_2011,
title = {Pluralism and unity in education: on education for democratic citizenship and personal autonomy in a pluralist society},
author = {Rosenquist, Joachim},
year = {2011},
language = {eng},
publisher = {Örebro universitet},
keywords = {pluralism; democratic education; citizenship education; children's rights; autonomy-promotion; school choice; deliberative democracy; political philosophy; educational philosophy; education},
abstract = {The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understand the relation between democracy and individual rights, between democracy and religious belief and speech, and between rationality and deliberation, among other things. The author proceeds to discuss three educational issues in relation to the principle of reciprocity and its implications: 1. The legitimacy and content of a mandatory citizenship education, 2. Children’s rights to develop personal autonomy, 3. The opportunity for parents and children to choose which school children attend. These issues are important in relation to the question of how to balance unity and pluralism in education in that they concern the promotion of certain common beliefs, values and dispositions among citizens or the creation of a system of choice between schools with different profiles. The purpose of the discussion is to construct a theoretical position which balances the values of unity and pluralism in education, by giving diversity its due (contra communitarianism) while upholding a measure of unity (contra libertarianism and radical multiculturalism) which is located in the democratic and autonomy- promoting purposes of education rather than (exclusively) in its economic/vocational purposes (contra neo-liberalism). The discussions make use of political philosophy, educational philosophy and empirical research carried out by other researchers.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hylntorsten_2012_2,
title = {Essentialism i religionsundervisningen: Ett religionsdidaktiskt problem},
author = {Hylén, Torsten},
year = {2012},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
volume = {2},
pages = {106--137},
language = {swe},
publisher = {Karlstad : CSD, Karlstad Universitet},
keywords = {essentialism; religious education; family resemblances; prototype theory; benson saler; religionsdidaktik; intercultural studies; interkulturella studier},
abstract = {Essentialist concepts of religion are common in the teaching of religion in schools and to a certain extent also in the academic discipline of religious studies. In this article, a number of problems with essentialist perceptions of religion are discussed. In the first part of the article a thesis is maintained, according to which essentialist conceptions of religion or specific religions are too limited to be of value in the teaching of religion. This is done through examples of essentialist expressions about religion. The examples are grouped according to a typology of different kinds of essentialism. Two main categories, each with two sub-categories are identified. Thus, the category of essentialism regarding the substance of religion is divided into transcendental or theological essentialism (which presupposes the existence of a sacred power of some kind, the experience of which is the basis for religion), and core essentialism (where it is presupposed that certain ideas or concepts constitute religion as a general category or specific religions). Likewise, the category of essentialism regarding the function of religion has two sub-categories: positive and negative essentialism. These kinds of essentialism presuppose that religion or specific religions are inherently good or harmful respectively to human beings. Examples from each of these categories are given and discussed. In the second part of the article, Benson Saler’s open concept of religion is presented as an alternative to essentialist or bounded perceptions. It is based on Ludwig Wittgenstein’s idea of family resemblances and on prototype theory. In connection with this, it is argued that a certain kind of conscious ethnocentrism is needed as a point of departure in the study and teaching of religion. The metaphor of education as a journey from the familiar out into the unfamiliar and back again is suggested as a possible pattern for such teaching. Finally,some examples of non-essentialist ways to introduce religions are offered.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_soonistealeksandra_2024,
title = {Measuring the instrumental aspects of religious literacy of Estonian basic school graduates},
author = {Sooniste, Aleksandra},
year = {2024},
journal = {Nordidactica},
volume = {2024},
number = {14},
pages = {1--29},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious literacy; intercultural competencies; education about religions; secular society; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {This paper presents findings from a 2022 survey that assessed the religious literacy of Estonian basic school graduates. The goal was to explore their attitudes toward various religious phenomena and their ability to navigate situations related to religious matters. The study involved 392 participants from large urban and small rural schools across Estonia. To conduct the survey, an original instrument was developed, taking into account the Estonian religious landscape, the National Curriculum for Basic Schools, the educational model of religious literacy by Matthew Francis and Adam Dinham, the characterization of religious literacy by Diane Moore, Francis, and Dinham, and Robert Jackson’s definition of religious competence. The results highlight the state of religious literacy in Estonia, one of the world’s least religious countries, with minimal public education on religions and worldviews. The survey indicates that part of Estonian basic school graduates lack the competencies to operate in situations requiring religious literacy.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hggstrmmargaretha_2020,
title = {Reflections on Intertwinements with a Place in a Forest},
author = {Häggström, Margaretha},
year = {2020},
journal = {Beyond Plant Blindness: Seeing the Importance of Plants for a Sustainable World. Bryndís Snæbjörnsdóttir, Mark Wilson, Dawn Sanders (red.)},
language = {eng},
publisher = {Berlin : Greenbox},
keywords = {forest; human-environmental relationship; written and visual notes; photo-walk enquiry; multimodal exploration; biological diversity},
abstract = {A place in the forest has played a significant role in my research on aesthetical experiences in direct nature meetings, towards an understanding of the human-environmental relationship. This place is permeated by cykles of life and death, and it seems as the place is abandoned; I call this place the forlorn square. This text is a accompanied by photographs of this specific place.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025,
title = {Forskningspolitik: Vad kan filosofin uträtta i diskussionen om akademisk frihet?},
author = {Brax, David},
year = {2025},
journal = {Humtank},
language = {swe}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_5,
title = {Nationella prov i religionskunskap: blickar bakåt och framåt! (Red)},
author = {Franck, Olof},
year = {2014},
language = {swe},
publisher = {Föreningen Lärare i Religionskunskap (FLR)}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_8,
title = {A Consequentionalist Approach to the Interpretation of Ethical Competence: Some Critical Reflections on Pupils´ Answers in National Tests. Contribution to Osbeck, C., Franck, O., Lilja, A & Sporre, K.: Varieties of Conceptions of Ethical Competence Displayed in Pupils´ Answers to National Tests in Ethics. Symposium, ECER (European Conference on Educational Research), Theme: Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin 23rd - 27th of August 2016.},
author = {Franck, Olof},
year = {2016},
journal = {http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/39617/},
language = {eng},
keywords = {ethical competence; assessment; national tests; ethics education},
abstract = {In the Swedish syllabus for RE, ethics is one of the parts of the core content which has to be studied. Within this part, it is prescribed for year 9 that “analysis and argumentation based on ethical models, such as consequential and deontological ethics” is to be highlighted, and that pupils’ ability to “use ethical concepts and models” is to be assessed with regard to criteria representing various grades from E to A. This part of the core content and the knowledge requirements focuses on an analytical dimension of what may be described as “ethical competence”. In the Swedish National Test 2013, this specific dimension was tested by using an item where the pupils were asked to “reason about and give arguments for and against” the death penalty. According to the instructions, the answers should involve reflections on “intentional ethics”, “consequentialist ethics” and “deontological ethics” respectively. An analysis of the empirical material consisting of a sample of pupils’ answers, brings three research questions to the fore: 1.What is the reason that many pupils, when expressing ideas regarding a consequentialist approach, present more or less simplified apprehensions of what characterizes such an approach? 2. Why is it that pupils seem to think that a consequentialist position in ethics implies rather straightforward standpoints? 3. On what grounds do several of the pupils seem to presuppose that a consequentialist approach has to be understood in terms of a utilitarian position? There seems to be a need to introduce relevant philosophical perspectives in the national test context. One theorist who could contribute to a more comprehensive analysis of both the syllabus and of the pupils’ answers regarding the three “ethical models” is the Australian moral philosopher Peter Singer. His approach is founded on “the basic principle of equality”, which, according to Singer, does not prescribe equal treatment but equal consideration, regardless of the species of the subjects who are the focus of moral reflection and ethical analysis. Singer’s utilitarian approach could, with the aid of concepts such as personism, preference and cognitive dissonance, contribute analytical tools, the use of which could pave the way for an understanding of the syllabus as well as the pupils’ answers. References Lgr 11 [Eng], (2011). Curriculum for the compulsory school, preschool class and the recreation centre 2011. Retrieved April 8th, 2015, from http://www.skolverket.se/laroplaner-amnen-och-kurser/ grundskoleutbildning/grundskola/engelska Singer, P. (2015). The Most Good You Can Do: How Effective Altruism Is Changing Ideas About Living Ethically. Yale University Press. Singer, P. (2011). Practical Ethics. Cambridge: Cambridge University Press. Singer, P. (1997). How Are We to Live? Ethics in an Age of Self-interest. Oxford: Oxford University Press}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_4,
title = {Children’s development of existential interpretations of death: A vital issue in a changing World. Philosophy of Education Society of Australasia, PESA Conference 2017. Birth, Death and Rebirth: Does philosophy of education need a new Subject?, Newcastle, Australia 1st - 5th of December 2017.},
author = {Franck, Olof and Sanders, Dawn},
year = {2017},
journal = {PESA Conference 2017 Abstracts},
language = {eng},
keywords = {1. death issues 2. life issues 3. children´s existential literacy 4. post-humanism 5. ethics education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_6,
title = {Løgstrup, värdegrundspedagogerna och det etiska kravet: en kritisk ansats},
author = {Franck, Olof},
year = {2014},
journal = {Prismet},
volume = {3},
number = {65},
pages = {159--172},
language = {swe},
abstract = {In this article, some significant characteristics of Knud Ejler Løgstrup´s analysis of the ethical demand are highlighted, regarding its prominent role in many Swedish representations of value-pedagogical issues. The question if the ethical approach of Løgstrup, anchored as it is in a religiously defined foundation, may be judged relevant to the work and activities in a secular educational context is taken as a starting-point. Critical considerations are directed towards an instrumentalisation of the ethical demand, as this is presented by Løgstrup. Parallelly a way of finding a place and a role for the ethical demand to play in non-confessional value-pedagogical ethics are indicated.},
issn = {0032-8847}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_8,
title = {Religion & livsfrågor: Tema: Progressiv islam (Red)},
author = {Franck, Olof and Kittelmann Flensner, Karin},
year = {2015},
language = {swe},
keywords = {islam mänskliga rättigheter hbt progressivitet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_7,
title = {Religion och sexualitet},
author = {Franck, Olof},
year = {2014},
journal = {Olle Katz, Viktoria Bengtsdotter Katz, Olof Franck och Anita Wallin: Att undervisa om sexualitet och relationer},
language = {swe},
publisher = {Malmö : Gleerups}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_5,
title = {Tema: Religious literacy (Red)},
author = {Franck, Olof},
year = {2013},
language = {swe},
publisher = {Föreningen Lärare i Religionskunskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2023,
title = {Kristendomsundervisning och skapandet av demokratiska medborgare: Beskrivningar av kristendom i svenska läroböcker under 1930- och 1940-talet.},
author = {Hellström, Emma},
year = {2023},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hggstrmmargaretha_2021,
title = {En fikapaus i skogen: Social samvaro och samtal om existentiella villkor i all enkelhet},
author = {Häggström, Margaretha},
year = {2021},
journal = {Matarv. Berättelser om mat som kulturarv},
language = {swe},
publisher = {Stockholm : Carlssons},
keywords = {kulturarv; multisensorisk upplevelse; skogens härlighetsvärden; promenadintervjuer.},
abstract = {Som en del i mitt avhandlingsarbete genomförde jag våren 2016 promenadintervjuer i skogen. Syftet var att ta reda på deltagarnas förhållande till skogen som miljö och till växter, i synnerhet träd. För att vara extra säker på att få tag i frivilliga deltagare utlovades redan i inbjudan kaffe med bullar, det vill säga en riktig fika. Tid och plats för möte bestämdes, och därefter packades ryggsäcken: en termos med kaffe för två och lagom med fikabröd, oftast kanelbullar och muffins. Promenadintervjuerna varade mellan en till fem timmar. Vi pratade om allt möjligt och de olika samtalen tog olika vägar. Det var många skratt och ibland någon tår. Gemensamt för alla promenaderna var att vi stannade för en fikapaus. Det var en paus för benen, men inte för våra samtal, funderingar och berättelser. Som forskare kände jag att jag kom närmre mina informanter genom fikapausen; när vi fikar suddas gränser mellan människor bort och det blir lättare att prata avslappnat. Samtalen ändrade karaktär och fördjupades, och handlade ganska snart om existentiella villkor; vad det är att vara människa i världen och vår tids specifika situation med klimathot hängandes över oss. I kapitlet beskriver jag fikapausen i skogen som en multisensorisk upplevelse och hur skogens härlighetsvärden förstärker upplevelsen.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_oneillmaggie_2022,
title = {Educational possibilities in notions of "public"},
author = {ONeill, Maggie},
year = {2022},
journal = {International Network of Philosophers of Education Conference, August 17-20, 2022},
language = {eng},
publisher = {Copenhagen, Denmark}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_reimerseva_2024,
title = {Sexualitet, religion, värden och normer},
author = {Reimers, Eva},
year = {2024},
journal = {Sexualitet, identitet och relationer i skolan},
pages = {127--144},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {sex och samlevnadsundervisning; religion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_walsarjenej_2017,
title = {Afterword - Ethical Literacies and Sustainability Education: Young People, Subjectivity and Democratic Participation},
author = {Wals, Arjen E.J.},
year = {2017},
journal = {Ethical Literacies and Education for Sustainable Development},
language = {eng},
publisher = {: Palgrave},
keywords = {environmental education; sustainable development study and teaching; education social aspects},
abstract = {Afterword to a book edited by Olof Franck and Christina Osbeck that highlights challenging perspectives on how to embrace the development of sustainability education, and focuses on ethical dimensions which transcend the four key cornerstones that are often mentioned with reference to such an education: the ecological, the economic, the social and the cultural.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2013,
title = {PhilosoFilm: On the combination of film and philosophical dialogue},
author = {Backman, Ylva and Gardelli, Viktor and Gardelli, Teodor and Strömberg, Caroline},
year = {2013},
language = {eng},
keywords = {filosofi med barn; filosofiska samtal; filosofisk dialog; filosofididaktik; filosofins didaktik; education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2014,
title = {Who benefits from Religious Education in Estonia?},
author = {Schihalejev, Olga},
year = {2014},
language = {eng},
keywords = {religious education; school; youth; emprical research},
abstract = {The paper uses the tools of sociology of religion and relates its findings to pedagogy. Estonia may be called a natural laboratory of RE in a secular context (Neill&Schihalejev 2012). Here one can find a lot of schools without a distinctive subject for learning religion. The other schools have an optional RE in primary schools learning stories from different religious traditions, predominantly Christian ones. There are also schools where students in upper grades learn about different world religions. Several religious schools offer Christian religious education for pupils of different religious and non-religious backgrounds. This makes possible to compare the attitudes of young people with different experience of RE.The paper focuses on the Estonian REDCo data (n=573) pupils (age group 14-17) but compares the results to these got in REDCo quantitative study in 2008 (n=1208). The questions, both from REDCo II sample and REDCoI sample, what make up the biggest distinctions between these different groups will be examined in the paper: how pupils assess their experience of education about religion and how they deal with religious diversity. The findings will be related to other relevant researches done in Estonia (Census 2011, Jõks et al 2010 etc) and analysed using the Communities of Learning model, in which a classroom is understood as a set of cultural contexts where dialogues permit the analysis of context and also shape it (Ligorio 2010). The findings are discussed also in relation to recent policies to RE in Estonia. ReferencesCensus 2011 (2013) http://www.stat.ee/rel2011Jõks, Eerik; Kilemit, Liina; Rentel, Anu; Teder, Tauno (2012, Eds.). Astu alla rahva hulka: artikleid ja arutlusi Eesti elanikkonna vaimulaadist (230 - 248). Tallinn: Eesti Kirikute NõukoguLigorio, M. Beatrice (2010) Dialogical Relationship between Identity and Learning, Culture & Psychology March 2010 16: 93-107,Neill, Sean; Schihalejev, Olga (2012). Influences on students’ views on religions and education in England and Estonia. Jackson, Robert (Ed.). Religion, Education, Dialogue and Conflict Perspectives on Religious Education Research (118 - 132). London: Routledge}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2021_1,
title = {Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice},
year = {2021},
language = {eng},
keywords = {postcolonial; curriculum; religious education; theory; practice; child and youth studies with focus on educational science; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik; teaching and learning with specialisation in the social sciences education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_4,
title = {Introduktion},
author = {Franck, Olof},
year = {2019},
journal = {Konstruktiv religionskritik. Filosofiska, teologiska och pedagogiska perspektiv},
pages = {5--12},
language = {swe},
publisher = {Stockholm : Sanoma},
keywords = {religionskritik sekularism hinduism buddhism judendom kristendom islam religionskunskap},
abstract = {I fokus för den här bokens framställningar om de fem ”världsreligioner” som behandlas i religionskunskapens kurs- och ämnesplaner, är kritiska argument och perspektiv som kan resas med avseende på trosföreställningar, teologier, etiska hållningar och så vidare. Ett viktigt skäl för att i en bok för lärarstudenter och lärare som ägnar sig åt religionskunskap rikta intresset mot sådana argument och perspektiv är att det kan vara svårt att veta hur man kan och bör hantera frågor om religionskritik. Bokens författare lyfter fram och diskuterar sådan kritik formulerad såväl inom de fem religionerna som från externa positioner.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2019_2,
title = {Konstruktiv religionskritik. Filosofiska, teologiska och pedagogiska perspektiv},
year = {2019},
language = {swe},
publisher = {Sanoma},
keywords = {religionskritik sekularism hinduism buddhism judendom kristensom islam religionskunskap; philosophy of religion},
abstract = {I fokus för den här bokens framställningar om de fem ”världsreligioner” som behandlas i religionskunskapens kurs- och ämnesplaner, är kritiska argument och perspektiv som kan resas med avseende på trosföreställningar, teologier, etiska hållningar och så vidare. Ett viktigt skäl för att i en bok för lärarstudenter och lärare som ägnar sig åt religionskunskap rikta intresset mot sådana argument och perspektiv är att det kan vara svårt att veta hur man kan och bör hantera frågor om religionskritik. Bokens författare lyfter fram och diskuterar sådan kritik formulerad såväl inom de fem religionerna som från externa positioner.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2002,
title = {Att tänka så det räcker},
author = {Söderhäll, Bengt},
year = {2002},
journal = {Gefle Dagblad},
number = {9},
language = {swe},
keywords = {practical philosophy; praktisk filosofi},
abstract = {För drygt tio år sedan gjordes en studie i Upplands Väsby om hur filosofi skulle kunna fungera i undervisning för våra yngsta skolbarn. Studien resulterade i boken "Filosofi med barn" (Malmhester, Carlssons) och i den redogörs med noggrannhet för studiens uppläggning, genomförande och resultat. Studien visar att de barn som deltagit aktivt i filosofilektionerna förvärvade en högre grad av abstrakt tänkande än de som ej deltog och därmed även skaffade sig bättre förståelse för matematiska problem och att de utvecklade en god argumentationsförmåga och dessutom blev inre auktoritetsberoende.},
issn = {1103-9302}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2016,
title = {Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development (ESD)},
author = {Grice, Marie and Franck, Olof},
year = {2016},
journal = {http://blogs.helsinki.fi/nera-2016/files/2014/09/Abstracts_NERA2016.pdf},
language = {eng},
keywords = {ethical competence; action readiness; esd},
abstract = {Research topic/aim: The purpose of this paper is to develop notions of ethical competence in relation to education for sustainable development (ESD). It aims to provide a conceptual foundation for future empirical research. Theoretical and methodology framework: The paper critically reviews the concept of competence (Rauch & Steiner, 2013) as for example in action competence. It couples the promotion of action readiness with a theoretical understanding of ethical competence (Franck & Lindskog, 2015, Peppin Vaughan & Walker, 2012, Jones, 2009) in relation to Nussbaum’s (2010)democracy model. (Expected) conclusions/findings: The concept of competence in ESD is contested and seems to display interpretative pluralism. As a different focal perspective, action readiness, a willingness to act, is proposed. This could be fostered through realworld learning opportunities and ethical competence. Ethical competence with its critical approach could be seen as a foundation of action readiness as ESD competence. Relevance to Nordic Education Research: ESD involves various ethical issues and critical values education could be opening up moral reasoning. Without a critical discussion certain beliefs, values and norms will be taken for granted. Action readiness is promoted as a concept which might offer an operationalizable concept in ESD. References: Franck, O., & Lindskog, A. (. (2015). Assessment in ethics education - a case of national tests in religious education. In press.: Springer. Jones, T. M. (2009). Framing the framework: discourses in Australia’s national values education policy. Educational research Policy and Practice, 8, 35–57. Jonnaert, P., Masciotra, D., Barrette, J., Morel, D., & Mane, Y. (2007). From competence in the curriculum to competence in action. Prospects, 37(2), 187-203. Nussbaum, M. C. (2010). Not for Profit - Why democracy needs the humanities. Princeton and Oxford: Princeton university press.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_6,
title = {Inledning},
author = {Franck, Olof and Osbeck, Christina and von Brömssen, Kerstin},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {13--16},
language = {swe},
publisher = {: Gleerups},
keywords = {religionsundervisning; gymnasiet; mellanstadiet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2010,
title = {Hammarén kan bidra till bättre kvalitet},
author = {Söderhäll, Bengt},
year = {2010},
journal = {Gefle Dagblad},
volume = {11},
pages = {11},
language = {swe},
publisher = {Gävle : Gävletidningar},
keywords = {skrivande; tyst kunskap; wittgenstein; theory of science; vetenskapsteori}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2010_1,
title = {Tack, Uggla, för den biografin:},
author = {Söderhäll, Bengt},
year = {2010},
journal = {Gefle Dagblad},
number = {21},
pages = {27},
language = {swe},
publisher = {Gävle},
keywords = {wingren; hofsten; teologi; hermeneutik; religion/theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_9,
title = {Ibland måste tystnaden få plats},
author = {Franck, Olof},
year = {2018},
journal = {Alfa. En tidning för lärare i svenska, språk och samhällsorienterande ämnen , Nummer/häfte},
language = {swe},
keywords = {religionskunskap kunskapskrav kunskapssyn}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_salwnhkan_2024,
title = {Tolkningsorättvisa föranleder inga didaktiska revolutioner},
author = {Salwén, Håkan},
year = {2024},
journal = {Pedagogisk forskning i Sverige},
language = {swe},
issn = {1401-6788}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2014_1,
title = {The Location of Religion in Upper Secondary Schools.: Exploring Discourses on Religion.},
author = {von Brömssen, Kerstin},
year = {2014},
language = {eng},
keywords = {religious studies and theology},
abstract = {Theories on space, place, and location have become of interest in research since the mid-1980s. There has been talk about a ‘spatial turn’, following writers such as Foucault, Lefebvre, and de Certeau. Theories of space underpin discussions on urbanization, globalization, identity, diaspora, and consumption, all concepts which also relate to religion (cf Knott, 2005). Spatial theories are as yet not much used in education, which is surprising as education often uses different places and localities to differentiate between pupils as well as between subjects. In this paper I will explore what is talked about as ‘religion’ in a specific secular context: the Swedish upper secondary school. My theoretical framework is based on Knott (2005) and Massey (1994) and their work on space and place. My work is empirical and based on interviews in focus groups with students in two upper secondary schools in Sweden. These interviews are viewed as ”conversations with a purpose” (Burgess, 1984) and analyzed from a discourse theoretical approach (Wetherell, Taylor & Yates, 2001). The research shows that these schools serve as an arena for articulations of discourses on religion, which are produced and reproduced by students and teachers, but in quite different ways due to place and space.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olivestamcarle_2006,
title = {The exposure of the Swedish mission to competition in the Central African Arena},
author = {Olivestam, Carl E. and Thornell, Christina},
year = {2006},
journal = {Swedish Missiological Themes},
volume = {3},
number = {94},
pages = {371--395},
language = {eng},
issn = {0346-217X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2017,
title = {Education in the context of religious pluralism and human rights – an introduction},
author = {Sjöborg, Anders and Ziebertz, Hans-Georg},
year = {2017},
journal = {Religion, Education and Human Rights},
pages = {1--9},
language = {eng},
publisher = {Berlin : Springer},
keywords = {religion; human rights; education; attitudes; culture; school; higher education; youth; religionssociologi; sociology of religion},
abstract = {The chapter introduces a collection of articles. In this volume, scholars study the interconnectedness between religion, education and human rights from an international perspective using an interdisciplinary approach. Some of the chapters in the volume present case studies of how confessional or non-confessional Religious Education (RE) at schools in different societal contexts relate to the concept of universal human rights. The introduction argues for the need for interdisciplinary approaches to the field, drawing on law, education. as well as social scientific and religious studies.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_halvarsonbrittonthrse_2016,
title = {Elevers självrefererande i samband med ett moskébesök},
author = {Halvarson Britton, Thérèse},
year = {2016},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2023_1,
title = {Etiska teorier},
author = {Sporre, Karin},
year = {2023},
journal = {Etik, berättelser och samtal},
pages = {23--38},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {ethical theory; fiction reading; narrative; mark b. tappan; etisk teori; barn och ungdomslitteratur; etikundervisning; berättelser},
abstract = {I kapitlet presenteras etiska teorier som varit i bruk under 1900-talet samt teorier som senare växt fram. Utifrån tre samtida utmaningar: natrionalism, klimatförändringar och religiös mångfald exemplifierar jag hur olika teoretiska perspektiv kan anläggas på diskussioner om dem. Extra utrymme ges åt frågor som rör skönlitteratur och etik - sett utifrån etikundervisningens perspektiv och insatt i bokens sammanhang som helhet. Kapitlet är uttryck för en strävan att kortfattat ge översikt och introduktion till etisk teori användbart för dem som vill arbeta, eller redan gör så, i förskola och skola. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2012,
title = {Religion i et minneperspektiv},
author = {Skeie, Geir},
year = {2012},
journal = {Memories we live by},
pages = {23--42},
language = {nor},
publisher = {Stavanger : Hertervig Akademisk},
keywords = {minne; religionsdidaktik; historiedidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007,
title = {Muslimska friskolor i Norden},
author = {Berglund, Jenny},
year = {2007},
journal = {Religiösa friskolor i Sverige},
pages = {81--102},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {muslimska friskolor; religion; islam}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_1,
title = {Religiösa friskolor i Sverige: Historiska och nutida perspektiv},
author = {Berglund, Jenny and Larsson, Göran},
year = {2007},
language = {swe},
publisher = {Studentlitteratur, Lund},
keywords = {religiösa friskolor; religion; islam; kristendom; judendom; hinduism; sekularism; cultural heritage and cultural production}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavid_2008,
title = {Mobility as Capability},
author = {Kronlid, David},
year = {2008},
journal = {Gendered mobilities},
language = {eng},
publisher = {Aldershot : Ashgate},
keywords = {capability approach; mobility; gender},
abstract = {The paper approaches gender and mobility from the perspective of the capability approach. It suggests that the question of whether mobility should be regarded as a distinct capability is a matter of theoretical and practical reasoning and offeres several theoretical reasons for why it is reasonable to add mobility to a list of capabilities. It is suggested that mobility should be regarded as intrinsic to human well-being and that spatial/social/existential mobility should, although interrelated to other capabilities on a given list, be separated from them. One reason for this is that spatial mobility has already been presented as a distinct capability, and social and existential mobility are implicated in various capability lists. This, taken together with the multidimensional nature of mobility presented in various aspects of mobility research, is perhaps the strongest argument for why mobility, in all its aspects, should be considered a fundamental distinct capability for a life of dignity; to be mobile is intrinsic to human well-being. A second reason is that what is refered to as existential mobility (the capability of being emotionally, mentally, and intellectually moveable) is suggested in several of the capability lists and that because being spatially mobile always also means being socially and existentially mobile, the case for mobility as a distinct capability is strengthened. Finally is is concluded that if it is reasonable to regard social/spatial/existential mobility as a distinct capability, this will have important consequences for research concerning justice and gender in a number of suggested research areas.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2008,
title = {What Modes of Moving Do to Me: Reflections about Technogenic Processes of Identification},
author = {Kronlid, David O},
year = {2008},
journal = {Spaces of Mobility},
pages = {125--154},
language = {eng},
publisher = {London : Equinox},
keywords = {technogenic identification processes; existential motility; impure existential motility; mobilities},
abstract = {This essay deals with an overlooked issue in the discourse of mobility and environmental ethics: what modes of moving do to me. I suggest that this issue makes more sense with regard to current research on ecopsychology, environmental psychology, postmodern theories, ecological feminism, ecotheology and the mobility discourse than the more common question: what are the best environmental consequences of our use of mobile machines? Starting from a social construction of technology or technosocial point of view (Bauchspies et al. 2006), according to which ‘technology is neither autonomous nor neutral, but dependent on particular social origins’ (Deane-Drummond 2004: 90), I suggest that discussions of the environmental ethical significance of mobile machines cannot be limited to their effects on the environment.The main aim of this essay is to introduce the concept of technogenic and impure identification processes and to suggest that this concept can generate new important questions for environmental mobility ethics. I suggest that the idea of technogenic and impure identifications might serve as a starting point for a new critical ethical endeavour that includes developing an understanding of a sustainable culture of automobility, along with generating new environmental awareness in this context, and a concept of environmental ethics that does not exclude relationships with machines. Accordingly, the main questions are: what does it mean to engage in identification processes with mobile machines; how are technogenic and impure identification proc- esses connected to mobility; what kinds of questions would the concept of technogenic and impure identification processes pose for environmental mobility ethics? The essay is interdisciplinary in so far as I use selected material from sociology, theoretical and empirical ecopsychology, ecotheology, ecological feminism, transport and planning research, postmodern theories and robotics. To some extent this is also a transdisciplinary work, since I shall also draw on my own experiences of having relationships with mobile machines.I shall discuss different concepts or views of the relationships between self, nature and machines. That is, I presuppose that individual and cultural views of the self and of machines have a bearing on our understandings of what constitutes a moral issue and how moral issues can be dealt with in the context of sustainable development. I suggest that if we (may) engage in technogenic identification processes, this implies that we may see ourselves as impure mobile moral agents. Furthermore, I argue that the idea of mobile moral agents as impure can help develop our environmental ethical reflections on mobility in the context of sustainable development.The essay consists of eight sections. First, I introduce the main aims and questions of the essay. I then present the theoretical background for my reflections, and discuss the concept of mobility. I suggest that mobility as potential movement allows for the discussion of three modes and spaces of mobility: internal and external embodied space, geographical space and existential space. Additionally, I suggest that potential mobility in existential space (motility) is a prerequisite for identification proc- esses. In the following sections I introduce a typology of anthropogenic, ecogenic and technogenic identification processes. Following research in empirical environ- mental psychology, I suggest that identification with mobile machines (may) involve the same or similar aspects as identification with non-human organisms. I go on to discuss ideas of impure identification processes and the cyborg as an environmental ethical ideal and impure border dweller. Finally, I conclude with a discussion of what modes of moving may do to us and suggest some implications for environmental mobility ethics that follow from the idea of an individual being an impure mobile agent.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krupkabernd_2017,
title = {Response: the diversity of RE as a research field and the social function of religion as a moral negotiation ground},
author = {Krupka, Bernd},
year = {2017},
journal = {Nordidactica},
volume = {2017},
pages = {109--117},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; public religion; research; epistemology; religious studies and theology},
abstract = {Present changes in religion as a school subject and Religious Education as a research field are generally, and also by most of the authors in this volume, explained by changes in the subject matter of religion, due to increasing religious pluralism. In a functional perspective, the school subject of religion contributes to the legitimizing function of school education for society and its institutions. With religion being a central moral negotiation ground in society, moral debate in society (and not only religious subject matter), and its constitutional role for Religious Education as a research field can explain further diversity of approaches to research in Religious Education. This also raises questions about the field's vulnerability to public instrumentalization and about moral negotiation and its place in religious education didactics.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2019,
title = {Vad kan man lära sig i etik?: Reflektioner utifrån ett forskningsprojekt om etikundervisning i svenska grundskola},
author = {Sporre, Karin},
year = {2019},
journal = {Människan och etiken},
pages = {102--118},
language = {swe},
publisher = {Stockholm : Hjalmarson & Högberg},
keywords = {ethics education; ethical competence; national tests; ethical concepts; etikundervisning; etisk kompetens; nationella prov; etiska begrepp},
abstract = {Vad man kan lära sig i etik, och vad som kan ingå i etikundervisning i en obligatorisk grundskola som den svenska, är frågor som när de ställs väcker fler frågor. Att utgå från att en flertusenårig tradition av bearbetade etiska frågeställningar, om exempelvis ansvarigt handlande i mänsklig existens och samlevnad, om egna rättigheter och andras, eller om vad som är gott och eftersträvansvärt i enskilt och gemensamt hänseende – att utgå från att sådana frågeställningar på ett enkelt sätt skulle kunna levandegöras i ett skolsammanhang visar sig vara mer komplicerat. Först väcks didaktiska frågeställningar: hur kan, ska eller bör detta göras, om det ska ske i en obligatorisk skola? I ett givet land som Sverige är svaren på sådana frågeställningar dessutom till betydande del beroende av skolans läroplan med tillhörande kursplaner. Där regleras frågor om vad som ska ingå i etikundervisning och hur den kan eller bör utformas.I kapitlet bygger författaren på tre tidigare delstudier från EthiCo projektet och reser en kritisk diskussion syftande till hur etisk undervisning i den svenska skolan skulle kunna fördjupas. Utifrån etikundervisningens placering inom religionskunskapsämnet kritiseras begränsningar i den nuvarande kursplanen och i systemet med nationella prov i etik. Som ett område för fortsatt forskning lyfts frågorna fram om hur elever utvecklar sin förståelse av etiska begrepp.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krnebrokatarina_2023,
title = {Teaching RE – for what purpose? A discourse analysis of teachers’ talk about their teaching in relation to children’s existential questions},
author = {Kärnebro, Katarina},
year = {2023},
journal = {Nordidactica},
volume = {2023},
number = {13},
pages = {158--178},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {existential questions; re-didactics; primary school; teacher interviews; transformative education; discourse analysis; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {In the 1960s, existential questions [sw. livsfrågor] were introduced as a theme of the Swedish subject “Knowledge of Religion” to make space for students’ own questions. However, studies on the recent curriculum changes show that teachers experience that there is a stronger emphasis on knowledge about a predetermined content than before. Based on interviews with eleven upper primary school RE teachers, this article investigates what the teachers consider today when planning their teaching, and highlights the discourses that teachers construct, engage in or sustain when talking about their professional and pedagogical actions. The aim of the study is to contribute to a deeper understanding of the enacted curriculum when it comes to students’ existential questions, and to discuss some implications of how the teachers view RE - as a transmission of knowledge or as a transformative practice for the learners. The results indicate that Teaching for the syllabus is a dominant discourse in the teachers’ talk, at the cost of Teaching for understanding democratic values and Teaching for engagement. The dominant discourse stems from perceived systemic constraints, and constructs the students as objects of teaching, which leaves little regard for the students’ own questions.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1991_1,
title = {Brist på respekt för kritiskt tänkande},
author = {Bengtsson, Jan},
year = {1991},
journal = {Sydsvenska Dagbladet 20/11},
language = {swe},
keywords = {fenomenologi; svensk filosofi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1983,
title = {Der psychologische Gegenstand. Das dramatische Leben des individuellen Subjekts},
author = {Bengtsson, Jan},
year = {1983},
journal = {Sagt och menat. 17 uppsatser tillägnade Mats Furberg på hans 50-årsdag},
pages = {56--75},
language = {ger},
publisher = {Göteborg : Filosofiska meddelanden, röda serien nr. 23, Institutionen för filosofi, Göteborgs universitet},
keywords = {ontology; hermeneutics; politzer}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1989,
title = {Det högsta praktiska goda och det etiska kravet},
author = {Bengtsson, Jan},
year = {1989},
journal = {Åberg, Claes (red.) Cum grano salis. Essays dedicated to Dick A. R. Haglund.},
language = {swe},
publisher = {Göteborg : Acta Universitatis Gothoburgensis, Acta Philosophica Gothoburgensia 3},
keywords = {phenomenology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1990_1,
title = {Det högsta praktiska goda och det etiska kravet. Några utvecklingslinjer i fenomenologisk etik},
author = {Bengtsson, Jan},
year = {1990},
journal = {Philosophia},
volume = {1},
number = {19},
pages = {2},
language = {swe},
keywords = {fenomenologi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1985,
title = {Dialog i stället för konfrontation. En kommentar till Waltons artikel och svensk filosofisk debattstil},
author = {Bengtsson, Jan},
year = {1985},
journal = {Sophia},
volume = {1},
number = {15},
pages = {1--11},
language = {swe},
keywords = {svensk filosofi; metod}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1988_1,
title = {Fenomenologi: vardagsforskning, existensfilosofi, hermeneutik},
author = {Bengtsson, Jan},
year = {1988},
journal = {Per Månson (red.) Moderna samhällsteorier. Traditioner, riktningar, teoretiker.},
language = {swe},
publisher = {Stockholm : Prisma},
keywords = {phenomenology; philosophy of existence; hermeneutics; life-world}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1989_1,
title = {Fenomenologi: vardagsforskning, existensfilosofi, hermeneutik},
author = {Bengtsson, Jan},
year = {1989},
journal = {Månson, Per (red.) Moderna samhällsteorier. Traditioner, riktningar, teoretiker. 2:a rev. uppl.},
language = {swe},
publisher = {Stockholm : Prisma},
keywords = {phenomenology; philosophy of existence; hermeneutics life-world}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1991_2,
title = {Fenomenologins inflytande i Sverige},
author = {Bengtsson, Jan},
year = {1991},
journal = {Svenska Dagbladet 11/6},
language = {swe},
keywords = {fenomenologi; svensk filosofi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1994_2,
title = {Filosofi i oreda},
author = {Bengtsson, Jan},
year = {1994},
journal = {Morgenbladet (Oslo) 25/3},
language = {swe},
keywords = {fenomenologi; nordisk filosofi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1988_2,
title = {Filosofilexikonet},
author = {Bengtsson, Jan and Grøn, Arne and Stefansen, Niels Christian and Husted, Jørgen and Lübcke, Poul and Rasmussen, Stig Alstrup and Sandøe, Peter},
year = {1988},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1991_3,
title = {Filosofilexikonet},
author = {Bengtsson, Jan and Grøn, Arne and Husted, Jørgen and Lübcke, Poul and Rasmussen, Stig Alstrup and Sandøe, Peter and Stefansen, Niels Christian},
year = {1991},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_3,
title = {Filosofilexikonet},
author = {Bengtsson, Jan and Grøn, Arne and Husted, Jørgen and Lübcke, Poul and Rasmussen, Stig Alstrup and Sandøe, Peter and Stefansen, Niels Christian},
year = {1995},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1997_2,
title = {Filosofilexikonet},
author = {Bengtsson, Jan and Grøn, Arne and Husted, Jørgen and Lübcke, Poul and Rasmussen, Stig Alstrup and Sandøe, Peter and Stefansen, Niels Christian},
year = {1997},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1989_2,
title = {Förord},
author = {Bengtsson, Jan},
year = {1989},
journal = {Husserl, Edmund: Fenomenologins idé.},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {phenomenology; epistemology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_4,
title = {Förord},
author = {Bengtsson, Jan},
year = {1995},
journal = {Edmund Husserl: Fenomenologins idé},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {fenomenologi; epistemologi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1999_2,
title = {Förståelsens historicitet: transcendentalt medvetande och/eller faktisk livsvärld? Ett nytt bidrag till den fenomenologiska rörelsen i Norge},
author = {Bengtsson, Jan},
year = {1999},
journal = {Norsk Filosofisk Tidsskrift},
volume = {1},
number = {34},
pages = {27--40},
language = {swe},
keywords = {fenomenologi; transendentalitet; livsvärld; förståelse}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1992,
title = {Jean-Paul Sartre och hans fenomenologiska existensfilosofi},
author = {Bengtsson, Jan},
year = {1992},
journal = {Sartre, Jean-Paul: Egots transcendens. Skiss till en fenomenologisk beskrivning},
pages = {7--18},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {sartre; phenomenology; philosophy of existence}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_5,
title = {Man ska leva för varandra. Løgstrups studie om det etiska kravet översatt till svenska},
author = {Bengtsson, Jan},
year = {1995},
journal = {Göteborgs-Posten 3/4},
language = {swe},
keywords = {fenomenologi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1994_3,
title = {Nordisk filosofi i uferdig tapning},
author = {Bengtsson, Jan},
year = {1994},
journal = {Morgenbladet (Oslo) 11/2},
language = {swe},
keywords = {fenomenologi; nordisk filosofi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2003,
title = {Phenomenological ethics. A historical outline},
author = {Bengtsson, Jan},
year = {2003},
journal = {Anna-Teresa Tymieniecka (red.). Phenomenology world-wide. Foundations – expanding dynamics – life-engagements. A guide for research and study},
language = {eng},
publisher = {Dordrecht : Kluwer},
keywords = {fenomenologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1990_2,
title = {Phenomenology in Scandinavia},
author = {Bengtsson, Jan},
year = {1990},
journal = {Kosonen, Matti (red.) Phenomenology/Fenomenologia. Proceedings of the symposium on phenomenology in Jyväskylä 18.5. 1988},
language = {eng},
publisher = {Jyväskylä : Jyväskylän yliopisto, Filosofian laitos (43)},
keywords = {phenomenology; scandinavian history of science; theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1983_1,
title = {Phänomenologische Sozialwissenschaft in den nordischen Ländern},
author = {Bengtsson, Jan},
year = {1983},
journal = {Grathoff, Richard och Waldenfels, Bernhard (red.) Sozialität und Intersubjektivität.},
pages = {350--359},
language = {ger},
publisher = {München : Wilhelm Fink Verlag},
keywords = {phenomenology; history in the nordic countries; theology; education; economy}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2003_1,
title = {Remarques sur la réception et l’influence du mouvement phénoménologique dans la philosophie suèdoise du XXe siècle},
author = {Bengtsson, Jan},
year = {2003},
journal = {Nordiques},
number = {3},
pages = {77--84},
language = {fre},
keywords = {fenomenologi; svensk filosofi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1988_3,
title = {Sammanflätningar. Husserls och Merleau-Pontys fenomenologi},
author = {Bengtsson, Jan},
year = {1988},
language = {swe},
publisher = {Daidalos},
keywords = {phenomenology; husserl; merleau-ponty; life-world}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1993_1,
title = {Sammanflätningar. Husserls och Merleau-Pontys fenomenologi},
author = {Bengtsson, Jan},
year = {1993},
language = {swe},
publisher = {Daidalos},
keywords = {fenomenologi; existensfilosofi; livsvärld; epistemologi; ontologi; humanvetenskaper}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2002_2,
title = {The highest practical good and the ethical demand. Lines of development in phenomenological ethics},
author = {Bengtsson, Jan},
year = {2002},
journal = {Waiguo Zhexue (Kina)},
number = {15},
pages = {282--328},
language = {eng},
keywords = {fenomenologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1992_1,
title = {The phenomenological movement in Sweden. Reception and influence 1900–1968},
author = {Bengtsson, Jan},
year = {1992},
journal = {Dissertations 1990/1991},
pages = {11--14},
language = {eng},
publisher = {Göteborg : University of Gothenburg},
keywords = {phenomenology; philosophy of existence; hermeneutics; history of swedish philosophy}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1993_2,
title = {The phenomenological movement in Sweden. Reception and influence 1900–1968},
author = {Bengtsson, Jan},
year = {1993},
journal = {Ignestam, Evah (red.): Fönster mot forskningen},
pages = {130--133},
language = {eng},
publisher = {Uppsala : Svenska kyrkans forskningsråd},
keywords = {phenomenology; philosophy of existence; hermeneutics; history of swedish philosophy}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1992_2,
title = {The Phenomenological Movement in Swedish Philosophy},
author = {Bengtsson, Jan},
year = {1992},
journal = {Husserl Studies},
volume = {1},
number = {9},
pages = {1--29},
language = {eng},
keywords = {fenomenologi; svensk filosofi}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1984_1,
title = {Wirkungsgeschichte der Phänomenologie in den nordischen Ländern.},
author = {Bengtsson, Jan},
year = {1984},
language = {ger},
keywords = {fenomenologi; existensfilosofi; hermeneutik; nordisk forskning}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_1989,
title = {Edmund Husserl: Fenomenologins idé},
year = {1989},
language = {swe},
publisher = {Daidalos},
keywords = {phenomenology; epistemology; fenomenologi; epistemologi}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2014,
title = {Actor Network, Ontic Structural Realism and the Ontological Status of Actants},
author = {Matta, Corrado},
year = {2014},
journal = {Proceedings of the Ninth International Conference on Networked Learning 2014},
pages = {195--202},
language = {eng},
keywords = {actor network theory; ontic structural realism; relational ontology; actants/actors; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {In this paper I discuss the ontological status of actants. Actants are argued as being the basic constituting entities of networks in the framework of Actor Network Theory (Latour, 2007). I introduce two problems concerning actants that have been pointed out by Collin (2010). The first problem concerns the explanatory role of actants. According to Collin, actants cannot play the role of explanans of networks and products of the same newtork at the same time, at pain of circularity. The second problem is that if actants are, as suggested by Latour, fundamentally propertyless, then it is unclear how they combine into networks. This makes the nature of actants inexplicable. I suggest that both problems rest on the assumption of a form of object ontology, i.e. the assumption that the ontological basis of reality consists in discrete individual entities that have intrinsic properties. I argue that the solution to this problem consists in the assumption of an ontology of relations, as suggested within the framework of Ontic Structural Realism (Ladyman & Ross, 2007). Ontic Structural Realism is a theory concerning the ontology of science that claims that scientific theories represent a reality consisting on only relation, and no individual entities. Furthermore I argue that the employment of OSR can, at the price of little modification for both theories, solve both of the two problems identified by Collin concerning ANT. Throughout the text I seek support for my claims by referring to examples of application of ANT to the context of networked learning. As I argue, the complexity of the phenomenon of networked learning gives us a convenient vantage point from which we can clearly understand many important aspects of both ANT and OSR. While my proposal can be considered as an attempt to solve Collin’s problems, it is also an experiment of reconciliation between analytic and constructivist philosophy of science. In fact I point out that on the one hand Actor Network Theory and Ontic Structural Realism show an interesting number of points of agreement, such as the naturalistic character and the focus on relationality. On the other hand, I argue that all the intuitive discrepancies that originates from the Science and Technology Studies’ criticism against analytic philosophy of science are at a closer look only apparent.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_dohertyjohn_2017,
title = {Two Religious Education Practices at Mayapura, West Bengal: Examples of Community Sustainability Development Indicators},
author = {Doherty, John},
year = {2017},
language = {eng},
publisher = {Södertörns högskola},
keywords = {bhagavatam; community sustainable development indicators; dham (divine residence); religious education; jnana (theoretical knowledge); vijnana (applied knowledge); diversity; secularization; caitanya vaisnavism; vichar (study from various perspectives); religion/theology},
abstract = {This study looks into religious education practices at a traditional pilgrimage site in rural India as indicators of community sustainable development. Potentially, a role model for countless similar sites can be evinced, a contribution to the international development aim of eradication of poverty. By a religious-diversity survey at a public primary school and participant-observation in private scriptural study, secularization theory is contrasted with religious identity. The Caitanya Vaisnava heritage is a traditional form of Hinduism with a long history of peaceful Hindu and Muslim coexistence at Mayapura, West Bengal. The study shows that tangible community development and religious education are compatible if not mutually necessary. It is evident that religious education and its impact on community could be added as themes to the international discourse on Sustainable Development Indicators.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_9,
title = {Tala om de ljusa exemplen},
author = {Franck, Olof},
year = {2015},
journal = {Alfa. En tidning för lärare i svenska, språk och samhällsorienterande ämnen},
volume = {6},
pages = {15},
language = {swe},
keywords = {etikundervisning; flyktingsituation},
issn = {2000-1959}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2023_1,
title = {Christian education and the creation of democratic citizens: Presentations of Christianity in Swedish textbooks during the 1930s and 1940s},
author = {Hellström, Emma},
year = {2023},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dafgrdlena_2014,
title = {Vad är det att "sätta studenten i centrum"?},
author = {Dafgård, Lena and Nykänen, Pia},
year = {2014},
journal = {NU2014, October 8-10, Umeå, Sweden.},
language = {swe},
keywords = {administrativ tolkning; didaktisk tolkning; ”effektivitetstolkning”; lärandecentrerat; perspektiv; studentcentrerat; studentperspektiv}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2008_1,
title = {Hermeneutik, didaktik och teologi: en vänbok till Björn Skogar},
year = {2008},
language = {swe},
publisher = {Susanne Olsson, David Thurfjell},
abstract = {Björn Skogar (f. 1942) är idéhistoriker, religionsdidaktiker och luthersk teolog. I avhandlingen Viva vox och den akademiska religionen behandlade han det tidiga 1900-talets svenska teologihistoria. Detta arbete har sedan följts upp av fortsatt forskning om teologin och det teologiska språkets möjlighet att tolka livet. Skogar har sedan 1976 varit verksam som lärarutbildare. Han har haft en avgörande roll för utformandet av en religionsvetenskaplig utbildning med didaktisk inriktning samt för skapandet av ett religionsdidaktiskt forskningsnätverk i Sverige. Den genomgående teoretiska grundansatsen i Björns gärning har i första hand varit den filosofiska hermeneutiken. Denna bok är en hyllning till Björn som vän, kollega och samtalspartner. Bidragen är skrivna av tjugosju personer som under olika perioder och i olika sammanhang haft privilegiet att få vara Björns kollegor.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonstaffan_2023,
title = {Mångreligiositet i Sverige och svensk religionskunskapsundervisning},
author = {Nilsson, Staffan},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {277--286},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hallgrenroland_2010,
title = {Perspektiv på vatten: friluftsdidaktik inom religion och SO},
author = {Hallgren, Roland},
year = {2010},
journal = {Didaktisk Tidskrift},
volume = {2},
number = {19},
pages = {95--107},
language = {swe},
publisher = {Jönköping : Jönköping University Press},
keywords = {religionsdidaktik; vattendidaktik; religion/theology; study of religions},
issn = {1101-7686}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2012,
title = {Kyrkopedagogik i Munkfors: En utvärdering av ett samarbetsprojekt skola-kyrka},
author = {Dalevi, Sören and Osbeck, Christina},
year = {2012},
language = {swe},
publisher = {Karlstad University Press},
keywords = {kyrkopedagogik; munkfors kyrka; processutvärdering; elever; ransäter kyrka; thomas pfizinger-drewes; värmland; läroplan; kulturell historia; religiös historia; religious studies and theology},
abstract = {Svenska kyrkor och kyrkogårdar bär ofta på ett unikt arv av bygdens kulturella och religiösa historia. Men frågan är om och i så fall hur svenska skolelever kan tillgodogöra sig kyrkorum?Under åren 2009 till 2011 arbetade Thomas Pfitzinger-Drewes och ett arbetslag i Svenska kyrkan, Munkfors församling i Värmland, med att inhämta kunskap om och omsätta den tyska kyrkopedagogiska metoden till svenska förhållanden. De arbetade kontinuerligt i nära samarbete med skolor i Munkfors kommun. Kyrkopedagogikens målsättning är att ge människor möjlighet att få en relation till och förståelse av kyrkorummet utan att för den skull behöva bekänna sig till någon tro. I den här boken beskriver Sören Dalevi och Christina Osbeck hur framförallt elever på de skolor som deltog upplevde dessa kyrkopedagogiska visningar men också lärares och skolledares perspektiv synliggörs.I ett avslutande kapitel diskuteras projektet i relation till den svenska skolans läroplan. Erfarenheterna från projektet, exempelvis om förarbetets betydelse för deltagarnas upplevelse, är intressanta att uppmärksamma både då det gäller studiebesöksmetodik generellt och för skolans relation till andra trossamfund.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_axelsontomas_2016,
title = {Playtime!: Recension av Hultkrantz, Catharina (2014). Playtime!: en studie av lärares syn på film som pedagogiskt hjälpmedel i historieämnet på gymnasiet. Lic.-avh. Umeå : Umeå universitet, 2014},
author = {Axelson, Tomas},
year = {2016},
journal = {Historielärarnas förenings årsskrift},
pages = {208--210},
language = {swe},
publisher = {Stockholm},
keywords = {undervisning; historiemedvetande; intercultural studies; interkulturella studier},
issn = {0439-2434}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2009_1,
title = {Unintended learning in Religious Education},
author = {Osbeck, Christina},
year = {2009},
journal = {Religious diversity and education : Nordic perspectives},
pages = {43--54},
language = {eng},
publisher = {Waxmann : Münster/New York/München/Berlin},
keywords = {subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2013_2,
title = {Rapport från Nordisk religionspedagogisk konferens på Island},
author = {Zipernovszky, Hanna},
year = {2013},
journal = {Religionspedagogisk Tidskrift},
volume = {27},
number = {2},
pages = {16},
language = {swe},
publisher = {Lomma : Religionspedagogisk idéforum},
issn = {2000-4486}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_unstadlars_2020,
title = {Lesing og skriving i religions- og livssynsfaget i den norske grunnskolen. En kartlegging av forskningsfeltet 2005-2018},
author = {Unstad, Lars and Stabel Jørgensen, Camilla and Fjørtoft, Henning},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {154--174},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; reading; writing; basic skills; review; religions- og livssynsfaget; lesing; skriving; grunnleggende ferdigheter; oversiktsforskning; subject-specific education; ämnesdidaktik},
abstract = {Since the introduction of the curriculum Kunnskapsløftet (The Knowledge Promotion Reform), integrating literacy has been a commitment for all subjects in Norway. This review examines research on the basic skills of reading and writing in primary and lower secondary school's religious education in the period 2005-2018. The study identifies three main fields of research: reading, writing, and the relationships between reading and writing skills. Furthermore, the study identifies five conceptual pairs influencing reading and writing in the subject: Knowledge vs. Personal development, Christianity/religion and life views vs. Philosophy/ethics, Textbook knowledge vs. Students’ experience-based knowledge, Everyday language vs. Subjectspecific genres, and Teachers’ role vs. Students’ role. Finally, we discuss the significance of the findings for academic reading and writing in school, and suggest directions for future research on literacy in religious education.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_friskannakarin_2016,
title = {Från orsak till mening - att kunna relatera ritualer till centrala tankegångar inom olika religioner},
author = {Frisk, Anna-Karin},
year = {2016},
journal = {Forskning om undervisning och lärande},
volume = {1},
number = {4},
pages = {50--72},
language = {swe},
keywords = {religious education; re; middle school; learning study; knowing; knowledge; formation; religious literacy; abilities; religionskunskap; lgr 11; mellanstadiet; kunnande; kunskap; bildning; litteracitet; förmågor; subject learning and teaching; ämnesdidaktik},
abstract = {Studien undersöker vad det innebär att kunna relatera rituella handlingar till centrala tankegångar i olika religioner, vilket är ett krav som kursplanen i religionskunskap för år 4-6 har på elevernas kunnande. Resultatet visar att kunnandet kan ses på olika sätt: som att förklara handlingar utifrån centrala tankegångar, eller som att se att centrala tankegångar ger handlingar mening. En slutsats är att en förmåga att se symbolik i handlingar kan vara en ämnesspecifik förmåga som religionskunskapsämnet kan bidra till att utveckla. I diskussionen problematiseras kursplaneformuleringen ”kunskaper om religioner” i anslutning till detta kunnande. Resultatet diskuteras vidare i relation till kunskap och bildning samt ’religious literacy’. Data utgörs av transkriberade elevsamtal, lärarsamtal samt videodokumentation under en Learning study i år 6.},
issn = {2000-9674}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023_2,
title = {Digital portfolios in RE teacher education – a step in what direction?},
author = {Niemi, Kristian},
year = {2023},
language = {eng},
keywords = {religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2020,
title = {På vetenskaplig grund: en vetenskapsteoretisk vägledning för lärare och lärarstudenter},
author = {Matta, Corrado},
year = {2020},
language = {swe},
publisher = {Liber},
keywords = {pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {På vetenskaplig grund ger lärare, lärarstudenter och skolledare instrument för att reflektera kring vad utbildning på vetenskaplig grund kan och bör innebära för den egna praktiken. I boken diskuterar, analyserar och tolkar författaren betydelsen av skollagens formulering ”Utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet”. Utifrån fördjupade diskussioner ger författaren konkreta exempel på hur forskning kan användas för att vägleda dem som är verksamma inom skolan, och begrepp som evidensbasering, forskningsbasering och vetenskapligt förhållningssätt kopplas på ett tydligt sätt till lärarprofessionen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018_2,
title = {Ska barnets plats vara i centrum av Svenska kyrkans gudstjänst?},
author = {Gustavsson, Caroline},
year = {2018},
journal = {Svensk kyrkotidning},
volume = {6},
pages = {172--175},
language = {swe},
keywords = {gudstjänst; delaktighet; barnknsekvensanalys; barnets perspektiv},
issn = {0346-2153}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2017_1,
title = {Editorial Nordidactica 2017:1: Epistemologies of Religious Education Research in the Nordic Welfare states},
author = {Osbeck, Christina and Buchardt, Mette},
year = {2017},
journal = {Nordidactica},
volume = {2017},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education research; epistemology; institutions; the nordic region; religious studies and theology},
abstract = {The theme of this special issue is the epistemological conditions and significant features for doing research in religious education in the Nordic region. Historical and institutional conditions make up an important part of the background for understanding. The articles in this issue which are introduced here try to grasp and explore the conditions for scholarly knowledge production concerning the teaching of religion in the states in question: Iceland, Norway, Sweden, Finland and Denmark.},
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_brodineva_2007,
title = {Critical Thinking in Scholarship:: Meanings, Conditions and Development},
author = {Brodin, Eva},
year = {2007},
language = {eng},
publisher = {Department of Education. Lund University},
keywords = {critical thinking; scholarship; higher education; hermeneutic phenomenology; epistemology; educational philosophy; history of philosophy; education; theory of science; vetenskapsteori; pedagogics},
abstract = {The purpose of this thesis is to explore the phenomenon of critical thinking in scholarship as regards its meanings, conditions, and development using a hermeneutic phenomenological approach. This exploration takes its departure in ancient Greece, following a historical movement of the phenomenon up to present day perspectives on critical thinking, revealing a range of different meanings and conditions. Thus, the reader is invited to follow my synthetic meaning constitution of the phenomenon of critical thinking as it appears in different philosophical and educational texts. Through this gradual process of meaning constitution it is shown that the scholarly critical thinker is in one way or another concerned with abstract relationships, in order to either master, understand, or change the world. These underlying interests may, in turn, be derived from the critical thinker’s sense of responsibility towards God, nature, society, and humanity as a whole. It also appears that even though critical thinking in scholarship is traditionally framed within rational and principle based thinking, the development of the meaning of critical thinking is on its way to new dimensions. Besides rationality, other qualities of critical thinking are highlighted, such as reflective thinking, emotions, creativity, imagination, and intuition. Despite the fact that research on critical thinking has started to move in new directions, educational policy documents implicitly conceptualize critical thinking in traditional terms. This means that the phenomenon is captured within its own instrumentality, with no further concern for its possible ends. The same circumstance can be noted in relation to contemporary perspectives on critical thinking, which tend to focus on the process of critical thinking, since critical thinking is implicitly understood as an assurance of attaining normatively good ends. However, critical thinking is a phenomenon that is future oriented, involving its intention and possible ends. Against this background, it is therefore argued that critical thinking receives its most critical feature when intention, process and end constitute a constructive interrelated whole.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dodilletsusanne_2016,
title = {Kritiska perspektiv på svensk utbildningsvetenskap},
author = {Dodillet, Susanne and Lundin, Sverker},
year = {2016},
journal = {Educare},
number = {3},
pages = {7--13},
language = {swe},
keywords = {kritik},
issn = {1653-1868}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_1,
title = {Kritiska perspektiv på svensk utbildningsvetenskap: Educare 2016:3},
year = {2016},
language = {swe},
publisher = {Malmö högskola},
keywords = {kritik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonfredrik_2021,
title = {¿Pedagogías sostenibles? Apuntes de un enfoque decolonial de enseñanza-aprendizaje en la educación superior},
author = {Olsson, Fredrik},
year = {2021},
journal = {Norma Gutiérrez Hernández, Beatriz Marisol García Sandoval, María del Refugio Magallanes Delgado och Irma Favila Castillo Ruiz (red.). Historia de la educación, género y perspectivas docentes},
pages = {207--216},
language = {spa},
publisher = {Zacatecas : Universidad Autónoma de Zacatecas}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sigrellanders_2022,
title = {Rhetorical exercises, for all subjects},
author = {Sigrell, Anders},
year = {2022},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlinolov_2021,
title = {Du sköna nya digitala värld: Analoga möten och digitaliserad undervisning},
author = {Dahlin, Olov and Thalén, Peder},
year = {2021},
journal = {Människan i en existentiell kultur},
pages = {93--112},
language = {swe},
publisher = {Gävle : Gävle University Press},
keywords = {analog; digital; undervisning; socialt kapital; social responsivitet; socialitet; lekutrymme; perceptionsfenomenologi; annanhet; levd kropp; robert putnam; johan asplund; donald winnicott; merleau-ponty; innovative learning; innovativt lärande},
abstract = {Så länge det funnits har Människa-kultur-religionsprogrammet (MKR) erbjudits på distans, länge via videokonferenser och under senare år via webbkonferenser. Användandet av en lärplattform och inspelningar av undervisningen har gjort utbildningen ännu mer flexibel. Men även om digitaliseringen möjliggjort kommunikation, informationsutbyten och olika former av deltagande, har den generella känslan hos oss lärare blivit att studenterna alltmer alienerats från oss – att vi i stigande grad sysselsätter oss med apparater istället för att interagera med människor. Detta förstärks genom kravet att hantera studenterna i det ökande antalet digitala system där studenterna representeras av sitt personnummer – det finns en uppenbar risk att de förvandlas från subjekt till föremål, HST/HPR, siffror i statistiken. Hos oss lärare har det som en följd av denna utveckling vuxit fram en önskan om att få möta studenterna på riktigt, inte enbart via skärmar. Sedan hösten 2018 har vi därför valt att införa så kallade innedagar med religionsdidaktiskt och dramapedagogiskt innehåll som studenterna måste närvara på för att bli godkända på utbildningen. Vi var intresserade av att få veta hur studenterna upplever skillnaderna mellan digitaliserad undervisning och analoga möten och bjöd därför in några av MKR-studenterna till ett samtal där vi kontrasterade de två undervisningssätten genom att ställa frågor som: Vilka kvaliteter utmärker analoga möten/gemenskaper? Vad kan den digitala tekniken tillföra och vad riskerar att försvinna i den ’digitala logiken’? Vilken roll kan och bör den digitaliserade undervisningen ha i förhållande till analoga möten? Vilka blir de pedagogiska konsekvenserna?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_simchaihansensimon_2023,
title = {Å utvikle etisk kompetanse med 3H-modellen: En studie av et etikkdidaktisk undervisningsdesign med VR},
author = {Simchai Hansen, Simon and Aukland, Knut},
year = {2023},
journal = {Nordidactica},
volume = {2023},
number = {13},
pages = {86--107},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {moral education; ethical competence; character education; teaching ethics; virtual reality; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Inspired by design-based research, this article reports on an intervention in moral education aimed to strengthen the students’ ethical competence (age 11–13). The instructional designed utilized VR and a 360-degree video depicting bullying, allowing the students to take the position of a student who is both a witness to and a victim of bullying. A model of ethical competence with three dimensions (cognitive, emotional, and action) was developed in creating the instructional design, and then applied in the analysis of the data consisting of 30 student texts and three focus group interviews. In our analysis we further develop our proposed model of ethical competence, and discuss key tendencies in the students’ ethical reflections, including their emphasis on consequences for themselves, ability to take the perspective of another, and trust in adult caretakers to solve their problems. },
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2008,
title = {Inscription on Stone: Islam, State and Education in Iran and Turkey},
author = {Arjmand, Reza},
year = {2008},
language = {eng},
publisher = {Pedagogiska institutionen},
keywords = {religious education; islam; islamic education; iran; turkey; hegemony; international education; internationell pedagogik},
abstract = {This study explores the role of education as means of creation and maintenance of religious hegemony in Iran and Turkey. In the context of this study, state-sponsored systems of mass education aim to socialize generations of children into accepting the ideology and values of the dominant groups as the normal state of affairs. Hegemony, thus, is advanced not solely by excluding oppositional forces but by moral leadership throughout the total ideological and socio-political structure. Reviewing the notion of education in Islam and the role of the Quran and Sunna and other sources of knowledge in Islam, the study focuses on the impact of Shari'a in forming the theories of state and education in Islam. Representing two different schools of Muslim thought, Iran and Turkey have different interpretations of the state and its role in education which determines the degree of involvement and extent of authority of the political and religious leaders over education. Unity of Islam and the state in the Iranian theocratic system provides an ideologically-laden education which is rooted in one principle: training a new generation of pious, “ideologically committed Muslims”. However, the endeavors of the Turkish secular state have been focused on establishing a mass popularized secular education in order to produce nationalist citizens. The Iranian revolution of 1979 contributed extensively to the awakening of the religious revival, calling for a shift from a Western model of social order to the one deeply rooted in Islamic beliefs and values. The close link between education and ideology in Iran is apparent from the goals set for educating the young, most of them openly political: acceptance of God's absolute authority manifested through the authority of ulama; support for the political, economic, and cultural unity of all Islamic global community (umma) and for oppressed peoples (mustaz’afin); rejection of every form of oppression, suffering, and domination. The four ideological pillars of the Islamic Republic, inseparability of religion and politics, Islamic revival, cultural revolution, and creation of a committed Muslim, have had a direct impact on Iranian education. The “Unity of Education Act” in the Republic of Turkey placed all educational activities under strict government control by introducing a state monopoly on education. Kemalism is based on an emphasis on national and republican principles and secularism in which religion has no place and is left out of the scope of formal education. Hence, the transmission of religious knowledge from one generation to another was only possible through informal channels such as family, the small community or underground activities of religious orders. Islam, however, gradually penetrated the public life in Turkey and challenged the secularism. The goal of the Turkish national education as to unite the entire nation through a national consciousness, to think along scientific lines, and intellectually as well as worldly, leaves no place for Islamic religious education. In spite of the government's emphasis on a secular and nationalist system, Islam remains as a force, particularly in its capacity to utilize new elements required for a modern society. Although Islam has not yet challenged the supremacy of secular education in Turkey, it expanded its influence both in formal and informal education, content and structure.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2014,
title = {Förord: perspektiv på religionskunskap i svensk skola},
author = {Liljefors Persson, Bodil and Tidman, Nils-Åke},
year = {2014},
journal = {Perspektiv på religionskunskap i svensk skola},
pages = {6--9},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap (FLR)},
keywords = {religionskunskap grundskola; gymnasieskola; läroplan; kursplan; religionsfrihet; religionsdidaktik; barns rättigheter; bild},
abstract = {I förordet till årsboken 2013 som ges ut av Föreningen för lärare i religionskunskap är temat perspektiv på religionskunskap i svensk skola. Sex forskare och lärarutbildare skriver om den svenska undervisningen i religionskunskap och med koppling till perspektiv från bl.a. österuropa, övriga Europa och med nordiska perspektiv. Frågor som rör religiös tolkning och befrielse från undervisning i religionskunskap diskuteras i ett kapitel och i ett annat diskuteras betydelsen av det visuella, bild och estetik som centralt i undervisningen och viktiga verktyg för att utveckla elevers kritiska tänkande och reflektion i ämnet religionskunskap.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2012_1,
title = {Education between formation and knowledge - a discussion based on recent English and Nordic research in religious education},
author = {Skeie, Geir},
year = {2012},
journal = {Utbildning och Lärande / Education and Learning},
volume = {2},
number = {6},
pages = {80--97},
language = {eng},
publisher = {Skövde : Högskolan i Skövde},
keywords = {religious education; religionsdidaktik; danning; kunnskap},
abstract = {Artikkelen tar utgangspunkt i spenningen mellom kunnskap (knowledge) og danning (formation) og utvikler dette som religionsdidaktisk problematikk ved hjelp av impulser fra engelsk religionsdidaktikk som tale rom å lære om og å lære av religion i skolen. Michael Grimmitt, Andrew Wright og Robert Jackson diskuteres i forhold til hverandre og det påpekeshvordan de alle fører den religionsdidaktiske diskusjon i nær kontakt med bredere tankestrømmer i pedagogisk og filosofisk tenkning. Denne diskusjon føres videre inn i nordiskreligionsdidaktisk debatt via Bråtens komparative studie og ved hjelp av Berndt Gustavssons danningsteoretiske perspektiver. Her vektlegges samspillet mellom ulike dimensjoner i danningen og det demonstreres hvordan dette kan bidra til å fange inn nyere forskningsbidrag i religionsdidaktikken. Konklusjonen er at fagdidaktisk debatt og forskning tjener på å blisett i lys av mer allmenpedagogiske perspektiver og at den kan bidra til utdyping av denallmenpedagogiske debatt om skolens innhold og mål.},
issn = {2001-4554}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2021_2,
title = {Levd religion: praktiker i vardagen och didaktiska perspektiv},
year = {2021},
language = {swe},
publisher = {Föreningen för lärare i religionskunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_3,
title = {Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan},
year = {2014},
language = {swe},
publisher = {Gidlunds förlag},
keywords = {filosofiska samtal; undersökande gemenskaper; värdegrundsarbete; education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_7,
title = {Gender: Special Issue, Studier i Pædagogisk Filosofi, Årg. 6 Nr. 1 (2017)},
year = {2017},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2017,
title = {Graphic Contaminations: Cosmopolitics of the “I” in American Born Chinese and Persepolis’},
author = {Schumann, Claudia},
year = {2017},
journal = {Philosophy as Interplay and Dialogue},
language = {eng},
publisher = {: LIT Verlag}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundjohannessenystein_2014,
title = {"It’s just very natural" – interpersonal knowledge as a didactical device in guided classroom conversations in religious education},
author = {Lund Johannessen, Øystein},
year = {2014},
journal = {Nordidactica},
volume = {2014},
pages = {51--75},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; dialogue; classroom conversations; professional knowledge; contextual knowledge; interpersonal knowledge; religious studies and theology},
abstract = {This article investigates how teachers in religious education (RE) think and act as professionals while working with differences in religious and philosophy of life experiences and beliefs in class and trying to do this in respectful and inclusive ways. It analyses data from two research projects that were carried out in lower secondary school in Norway. The main research question is: What is the relationship between teachers’ contextual knowledge and knowledge of the child and how do these two dimensions of professional knowledge interact when religious education teachers try to strike a good balance between inclusion and productive learning in their teaching practice? The data analysed were drawn from three different data sets featuring three Norwegian religious education-teachers. The research was part of the EU-funded "REDCo"-project and the "Religious education and diversity" - project ["ROM"] funded by the Norwegian Research Council. The interviewees emphasized the potential of the religious education subject to contribute to a wider tolerance for difference and to support individual students in their identity management. The analysis shows, however, that considerable contextual awareness - of the classroom and of the local community - is needed to realize this potential. It also shows the importance of interpersonal knowledge between the teacher and each student if contextual awareness is to be effective in terms of inclusion, participation, wellbeing and good learning outcomes for all students.},
issn = {2000-9879}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013,
title = {Religiös bakgrund påverkar intresset för religionskunskap.},
author = {von Brömssen, Kerstin},
year = {2013},
language = {swe},
keywords = {ämnesdidaktik; religionskunskap; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_basicgoran_2020,
title = {Education for a Culture of Peace and Non-Violence / Obrazovanje za kulturu mira i nenasilja},
author = {Basic, Goran},
year = {2020},
journal = {The third International Victimology Conference in Bosnia and Herzegovina ”Education for a Culture of Peace and Non-Violence”},
pages = {9},
language = {eng},
publisher = {Sarajevo, Bosnia and Herzegovina},
keywords = {education; culture of peace; non-violence; culture of remembrance; culture; multiculturalism; cultural policy; identity policy; national identity; ethnic identity; religious identity; cultural identity; obrazovanje; kultura mira; nenasilje; kultura sjećanja; kultura; multikulturalizam; kulturna politika; politika identiteta; nacionalni identitet; etnički identitet; religijski identitet; kulturni identitet; sociologi med utbildningsvetenskaplig inriktning; sociology education; freds- och utvecklingsstudier; peace and development studies},
abstract = {QUESTIONS: 1. WHY DO WE NEED education for a culture of peace and non-violence? 2. WHAT NEW KNOWLEDGE do we gain? 3. Is a culture of peace possible in a violent (unjust) world? 4. WHAT DOES the term “culture of remembrance” MEAN, which is a controversial phrase based on a vague mixing of individual and collective memory? 5. WHY ARE culture, multiculturalism, cultural policy, identity policy, preservation of national, ethnic, religious or cultural identity IMPORTANT? EXPLANATION OF THE TOPIC: Building of peace in today's conflicts requires a long-term commitment to establishing connections and relationships across all social levels: relationships that strengthen the resources of reconciliation within society and make effective use of contributions outside it. Peacebuilding is not just work to prevent a return to the conflict of once conflicting parties, but it focuses on the real causes not only of the just-ended war, but of all potential conflicts. In this sense, we can distinguish between a negative peace, that is, the absence of armed conflict and a positive peace that includes justice, equality and other fundamental social and political goods. In a narrower sense, peacebuilding is a process that facilitates the establishment of long-term peace and that seeks to prevent a recurrence of violence by focusing on the causes and consequences of conflict through reconciliation, institution building, political and economic transformation. (Catherine Morris; John Paul Lederach; Barnett et al., 2007; Maiese, 2003; HKO “Kruh sv. Ante”- Trauma centar)}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1981,
title = {Stofförståelse och elevmedverkan: en analys av möjligheterna till aktiv stoffördjupning och personlighetsutveckling i ämnet religionskunskap},
author = {Selander, Sven-Åke},
year = {1981},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2018,
title = {Barn av vår tid: diagnoskritik och hegeliansk pedagogik},
author = {Nilsson Sjöberg, Mattias},
year = {2018},
journal = {Socialmedicinsk tidskrift},
volume = {4},
number = {95},
pages = {472--475},
language = {swe},
publisher = {: Stiftelsen Socialmedicinsk tidskrift},
abstract = {Recension av Westerlund, Jenny (2017). Barn av vår tid. Ett nytt sätt att möta barn med problemskapande beteende i skolan. Lund: Studentlitteratur.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_2,
title = {Vad ska en svensk kunna?: Utbildningens dimma - intressenas spel},
year = {2016},
language = {swe},
publisher = {Daidalos}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_doneyjonathan_2015,
title = {How did it become possible? Supranational Ecumenical developments and changes in Religious Education during the 1960s and 1970s},
author = {Doney, Jonathan},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {24--46},
language = {eng},
keywords = {religious education; ecumenism; supranational; foucault; religious studies and theology},
abstract = {Existing historiographies of Religious Education (RE) are often written from within national boundaries, reflecting the particular relationship between church and state within those bounded spaces; further, they often focus on the question ‘what happened?’. During the 1960s significant developments took place in the supranational discourse of Christian ecumenism, including the expansion of dialogue between Christians and those of other worldviews (both religious and non-religious) particularly as a result of the Second Vatican Council (1962-5) and the work of the World Council of Churches (established 1948). These supranational ecumenical discourses transcend national boundaries and thus have potential to influence even the most nationally-orientated educational systems. However, their significance has hitherto been overlooked. Using a method derived from the historical work of Michel Foucault, which focuses on the question ‘how did this become possible?’, this paper demonstrates the extent to which an awareness of supranational ecumenical discourses enriches understandings of the development of World Religions Teaching in Religious Education. The English context is used as an exemplar, through a single case study, and the potential of the approach is discussed in relation to other national contexts.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nicolaisentove_2015,
title = {Elevers komplekse identitetskrav som utfordring i religions- og livssynsundervisning},
author = {Nicolaisen, Tove},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {1--21},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {identity claims; religious education; normality constructs; intersectionality; hindus in norway; religious studies and theology},
abstract = {In Religious Education (RE), religious identity is usually considered to be important. When the common mandatory Norwegian RE subject was implemented in 1997, an aim was to support the identities of the children, based on their background in a religious or secular tradition. In this article, I question this simplification concerning identity and explore whether intersectionality can be a more nuanced and empowering approach. Findings from a project about Hindu children’s experiences with RE in Norway indicate that the intersection of religion, culture, language, ethnicity, nationality and family is the focal point of children’s identity claims. I give examples of the children’s self-understandings and challenges. They rooted their self-understandings in the values of the transnational family, diasporic experiences and ethnicity. Religion was important as part of the family’s cultural luggage, which included strong ties to their countries of origin. In spite of this, in RE they were often labeled in accordance with their specific religious tradition. The article discusses how RE approaches to identity can avoid restricting identity to externally imposed categories, and instead being sensitive to the lived experiences of the children and their own identity claims. How can RE teaching meet children’s diverse and fluid identity claims and deal with religion as part of a complex cultural context?},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_8,
title = {Ska lärare uppmana till sopsortering?},
author = {Franck, Olof},
year = {2014},
journal = {Alfa. Lärarförbundets tidning för lärare i svenska, SO-ämnen och språk},
volume = {6},
pages = {6},
language = {swe},
keywords = {utbildning; hållbar utveckling; konfliktperspektiv},
issn = {2000-1959}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_5,
title = {Varieties of Conceptions of Ethical Competence and the Search for Strategies for Assessment in Ethics Education: A Critical Analysis Association for Educational Assessment - Europe, "Assessment cultures in a globalised world", Prague 8th - 11th November 2017},
author = {Franck, Olof},
year = {2017},
journal = {Conference Program, Association for Educational Assessment - Europe, The 18th Annual AEA-Europe Conference, "Assessment cultures in a globalised world", Prague 8 - 11 November 2017},
language = {eng},
keywords = {assessment; ethics education; national tests}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hggstrmmargaretha_2020_1,
title = {Have you ever listened to the plants’ wisdom? A contribution to an inter-disciplinary dialogue on thoughts, imaginations and embodied relationships with plants},
author = {Häggström, Margaretha},
year = {2020},
journal = {Unpsychology Magazine: Other-than-human anthology},
volume = {6},
pages = {1--5},
language = {eng},
keywords = {trees; more-than-human world; kingdom of plant; human-nature relationship},
abstract = {the-more-than human world, and in specific the relationship with plants, preferably trees. The purpose is thus not to urge the reader to change his or her life, rather it is a wish for the reader to discover who he or she is, and to realise who we as humans are in this world. The selected scholars represent ethical sensitivity and critical awareness, and think beyond human interference with the more-than-human world, and are courageous enough to use their imagination and intuition in academia. This text, which ismore or less a short review of previous academic texts, and which I call dialogue, is accompanied by seven images. The text ends with a concluding reflection.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_oneillmaggie_2022_1,
title = {Exploring the position of the school in the prison-world imaginary through a discussion of justice},
author = {ONeill, Maggie},
year = {2022},
journal = {Doctoral Conference on Public Education and Public Pedagogy, May 23-27},
language = {eng},
publisher = {Maynooth, Ireland}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2018,
title = {Recension av Petrus Canisius, Katolikernas lilla katekes: Svensk översättning 1579. Latinska utgåvan: Institutiones Christianae Pietatis sive Parvus Catechismus Catholicorum från 1558},
author = {Selander, Sven-Åke},
year = {2018},
journal = {Årsbok för Svenskt Gudstjänstliv},
number = {93},
pages = {219--220},
language = {swe},
publisher = {: Artos & Norma},
abstract = {Existensen av detta översatta arbete är inte okänd. Endast ett känt exemplar på svenska finns bevarat i Helsingfors universitetsbibliotek. Det har dock inte lyfts fram särskilt i den reformatoriska historieforskningen. Den utgåva som Skara stifshistoriska sällskap gett ut dokumenterar och vidgar kunskapen inte bara om texten som sådan utan redovisar också hur den katolska kyrkan agerade på undervisningens område.},
issn = {0280-9133}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodcarlalexander_2025,
title = {Perspectives on Emotions in Education and Classroom Management.},
author = {Allwood, Carl-Alexander and Ahlsén, Elisabeth},
year = {2025},
journal = {Speki. Nordisk pedagogisk-filosofisk tidsskrift},
pages = {140--157},
language = {eng},
keywords = {emotions; classroom interaction; externalization; communalization}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodcarlmartin_2021,
title = {Grundläggande vetenskapsteori för psykologi och andra beteendevetenskaper, 3:e upplagan: Grundläggande vetenskapsteor},
author = {Allwood, Carl Martin and Erikson, Martin G.},
year = {2021},
language = {swe},
publisher = {Studentlitteratur},
keywords = {vetenskapsteori},
abstract = {Vetenskapen påverkar våra liv på många sätt – att förstå dess förutsättningar och begränsningar är därför en viktig del av all högre utbildning. Denna bok ger olika perspektiv på vetenskap och förmedlar på ett enkelt sätt en realistisk bild av vetenskap och forskning inom beteendevetenskaperna, med fokus på psykologiämnet. Med beteendevetenskaperna som utgångspunkt behandlas grundläggande vetenskapsfilosofiska förhållningssätt och begrepp; skolbildningar såsom positivism, pragmatism, fenomenologi, hermeneutik, socialkonstruktivism, postkolonialism, genus- och feministisk forskning; relationen mellan validitet och vetenskapsfilosofi; samt vetenskapsstudier, dvs. forskning om forskare, forskning och forskarsamhället. I denna tredje upplaga har texten uppdaterats och gjorts mer läsvänlig. Vidare är avsnitten om värdet av akademisk frihet, open science och om så kallade rovdjurstidskrifter, utvidgade. Boken kan användas på grundnivå i beteendevetenskapliga ämnen såsom psykologi, pedagogik, sociologi, vårdvetenskap och delar av företagsekonomi. Den passar också som introduktion för att förstå vad vetenskap är i många andra discipliner och sammanhang.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodjens_2012,
title = {Kollektiv kognition},
author = {Allwood, Jens},
year = {2012},
journal = {Allwood, J. & Jensen, M. (eds.): Kognitionsvetenskap},
pages = {504--524},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kognitionsvetenskap; medvetande; tänkande; språk}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodjens_2012_1,
title = {Medvetande - en semantisk analys},
author = {Allwood, Jens},
year = {2012},
journal = {Allwood, J. & Jensen, M. (eds.): Kognitionsvetenskap},
pages = {409--422},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kognitionsvetenskap; medvetande; tänkande; språk}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodjens_2012_2,
title = {Medvetande och språk},
author = {Allwood, Jens},
year = {2012},
journal = {Allwood, J. & Jensen, M. (eds.): Kognitionsvetenskap},
pages = {423--436},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kognitionsvetenskap; medvetande; tänkande; språk}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodjens_2012_3,
title = {Språk, kommunikation och kognition},
author = {Allwood, Jens},
year = {2012},
journal = {Allwood, J. & Jensen, M. (eds.): Kognitionsvetenskap},
pages = {395--408},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kognitionsvetenskap; tänkande; evolution; kommunikation; språk}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodjens_2012_4,
title = {Vad är kognitionsvetenskap?},
author = {Allwood, Jens},
year = {2012},
journal = {Allwood, J. & Jensen, M. (eds.): Kognitionsvetenskap},
pages = {27--34},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {kognitionsvetenskap; tänkande; evolution; kommunikation}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_alsterdallotte_2016,
title = {Säkerhet och osäkerhet i rörelsen: tankar om förskolepraktik och förskollärarutbildning},
author = {Alsterdal, Lotte},
year = {2016},
journal = {Inifrån och utifrån},
pages = {391--419},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {kritisk kulturteori; critical and cultural theory; östersjö- och östeuropaforskning; baltic and east european studies}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2012,
title = {Construyendo ciudadanos europeos: la Unión Europea entre visiones interculturales y herencias coloniales},
author = {Aman, Robert},
year = {2012},
journal = {Cuadernos Interculturales},
volume = {19},
number = {10},
pages = {11--27},
language = {spa},
publisher = {: Universidad de Valparaiso},
keywords = {intercultural dialogue; interculturality; european union; postcolonialism; multiculturalism; intercultural education; diálogo intercultural; interculturalidad; unión europea; postcolonialismo; multiculturalismo; educación intercultural},
abstract = {El presente artículo se centra en la problematización de reclamación de la Unión Europea, según la cual, el diálogo intercultural constituye un método para hablar a través de las fronteras culturales, basadas en la empatía mutua y no la dominación. Más precisamente, el objetivo es analizar qué se está construyendo como contraparte del diálogo intercultural a través del discurso producido por la Unión Europea. Para responder a la pregunta, los documentos de la política europea sobre el diálogo intercultural se analizan sobre la base de una perspectiva postcolonial. Como una interpretación, la Unión Europea se apropia de los símbolos históricos y figuras del pensamiento colonial para autorizar y legitimar sus objetivos actuales. En el ámbito de la Unión Europea, los europeos son retratados como una existencia a priori histórica, mientras que los excluidos de este concepto son evocados para demostrar su diferencia en comparación con el europeo. Sin embargo, los resultados muestran que los sujetos no considerados como europeos sirven como marcadores de la actual multiculturalidad del espacio europeo. Por lo tanto, el diálogo intercultural parece consolidar las diferencias entre europeo y Otro - el “nosotros” y el “ellos” en el diálogo - y no, como en línea con su objetivo, acercar a sujetos entre sí.},
issn = {0718-0586}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2018,
title = {Den interkulturella dialogens (o)möjlighet: den koloniala skillnaden och inter-epistemologi},
author = {Aman, Robert},
year = {2018},
journal = {Interkulturell dialog, teori och praktik},
pages = {95--116},
language = {swe},
publisher = {Göteborg : NordienT}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonclaes_2019,
title = {Genusvetare illustrerar oavsiktligt kritiken},
author = {Andersson, Claes and Olsson, Erik J},
year = {2019},
journal = {Universitetsläraren},
language = {swe},
publisher = {: Stockholm : Sveriges universitetslärarförbund (SULF)},
issn = {0282-4973}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonclaes_2019_1,
title = {Matriarkatet är inte ett dugg bättre än patriarkatet},
author = {Andersson, Claes and Bard, Alexander and Olsson, Erik J and Zetterholm, Magnus},
year = {2019},
journal = {Dagens Samhälle},
language = {swe},
publisher = {: Kommunernas och landstingens tidning},
issn = {1652-6511}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_appelqvisttomas_2015_1,
title = {Religion i svensk läroplanshistoria: utvecklingslinjer i uppfattningen om människan som etiskt och politiskt subjekt},
author = {Appelqvist, Tomas},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {109--133},
language = {swe},
publisher = {Gävle : Högskolan i Gävle}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bardalexander_2019,
title = {Feminiseringen av Chalmers bra för Kina},
author = {Bard, Alexander and Olsson, Erik J and Zetterholm, Magnus},
year = {2019},
journal = {Svenska Dagbladet, Brännpunkt},
language = {swe},
publisher = {: Svenska Dagbladet},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bayatizahra_2015,
title = {Nytt centrum mot rasism får fel vetenskaplig inriktning},
author = {Bayati, Zahra and Sawyer, Lena S. and Svensson, Therese and Martinsson, Lena and Avril, Chloé and Castro, Andrea and Eriksson, Mia and Feiler, Yael and Filipovic, Zlatan and Grehn, Sandra and Groglopo, Adrián and Karlsson Rixon, Annica and Lorenzoni, Patricia and Lundahl, Mikela and Svärd, Veronica and Velasquez, Juan and Wikström, Hanna},
year = {2015},
journal = {Göteborgs Posten},
volume = {2015},
pages = {14},
language = {swe},
keywords = {antirasism},
abstract = {När rasism ska förstås som något som kan lösas genom att lära ut tolerans undergrävs förtroendet för regeringens satsning. Dessutom saknas det etnisk/rasifierad mångfald bland forskargruppen.},
issn = {1103-9345}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025_1,
title = {Forskarkommentar: ”Att rekrytera stjärnforskare från USA är en opportunistisk troféjakt”},
author = {Brax, David},
year = {2025},
journal = {Forskning och Framsteg},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025_2,
title = {Forskarkommentar: ”Därför ska svenska lärosäten jobba för mångfald och inkludering när Trump förbjuder det”},
author = {Brax, David},
year = {2025},
journal = {Forskning och Framsteg},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025_3,
title = {Krönika: Faran med experter som uttalar sig om allt möjligt},
author = {Brax, David},
year = {2025},
journal = {Curie - samtal om forskningens villkor},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dodilletsusanne_2020,
title = {Uppföljning om det HBTQ-certificerade universitetet},
author = {Dodillet, Susanne},
year = {2020},
journal = {Alba.nu},
language = {swe},
keywords = {hbtq-diplomering; new public management; west pride; demokrati; diskriminering; likabehandling},
issn = {1403-5448}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dodilletsusanne_2018,
title = {Wenn Humans Humans bleiben dürfen... Zur pädagogischen Versprechensqualität der Nudge-Theorie},
author = {Dodillet, Susanne and Krüger, Jens Oliver},
year = {2018},
journal = {Schenk, Sabrina [red.]; Karcher, Martin [red.], Überschreitungslogiken und die Grenzen des Humanen. (Neuro-)Enhancement – Kybernetik – Transhumanismus.},
pages = {129--140},
language = {ger},
publisher = {Berlin : epubli}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_edvardssonbo_2000,
title = {Gandhi som utredare - ett utbildningsPM},
author = {Edvardsson, Bo},
year = {2000},
language = {swe},
keywords = {investigation; investigative method; objectivity; clarity; open documents; gandhi; arne naess; utredning; utredningsmetodik; barnavårdsutredning; lvu; vårdnadsutredning; saklighet; praktisk filosofi; öppen redovisning; tydlighet; kommunikation; förhandling; practical philosophy; education},
abstract = {Ett kort utbildningsPM (1 sida) utifrån den norske filosofen Arne Naess bok om Gandhi. Gandhi arbetade med sakligt, öppet redovisande utredande.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_edvardssonbo_2012,
title = {Tankefel i mängder: ett diskussionsunderlag/utkast},
author = {Edvardsson, Bo},
year = {2012},
language = {swe},
keywords = {cognitive biases; cognitive fallacies; cognitive errors; thinking; critical thinking; objectivity; cognition; cognitive psychology; tankefel; tänkande; kritiskt tänkande; saklighet; utredning; utredningsmetodik; politik; resurs; källkritik; kognition; kognitionsforskning; vardagsliv; education; statskunskap},
abstract = {Ett diskussionsunderlag/utkast med en stor mängd tankefel presenteras. En omfattande referenslista finns.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_elzingaaant_2013,
title = {Humaniora i en tid av förändrade villkor och gränsdragningar},
author = {Elzinga, Aant},
year = {2013},
journal = {Humaniora i kunskapssamhället. En nordisk debattbok red.Jesper Eckhart Larsen & Martin Wiklund},
pages = {25--51},
language = {swe},
publisher = {Århus, Danmark : NSU Press/Århus University Press},
keywords = {humaniora; kunskapsideal; forskningspolitik; policy-kulturer; utvärderingar},
abstract = {En viktig roll för forskning inom humaniora har alltid varit att reflektera kring förändringar - ibland drastiska - i civilisationer. Grundvalen för forskning är då att söka tilföra samhället olika sätt att hantera eller anpassa sig till dessa förändringar av kunskap om i viss mån jämförbara perioder eller kontexter. Kapitlet inleds med en diskussion av nuvarande trender samt svårigheten att prognostisera. Därefter placeras diskussionen om humaniora i en nutida forskningspolitisk kontext. Skilda kunskapsideal hos forskare identifieras och diskuteras i förhållande till fyra olika "policy"-kulturer: en akademisk, en byråkratisk, en kommersiell och en som förknippas med det civila samhället. Implikationer undersöks med sikte på olika argument om hur vikten av forskning inom humaniora må legitimeras utifrån varierande utgångspunkter och ideal. Resonamanget sammanfattas i en typologi.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_eriksenhelen_2020,
title = {Stones and the Destabilisation of Safe Ethical Space},
author = {Eriksen, Helen and Olsen Ulrichsen, Gry and Bayati, Zahra},
year = {2020},
journal = {Periskop},
volume = {24},
number = {2020},
pages = {156--171},
language = {eng},
keywords = {inclusion; exclusion; artistic education; safe ethical space; antiracism; decoloniality of education},
abstract = {This article investigates the role of ethical boundaries for the academic and the artist/researcher in stabilising or destabilising colonialised positions of power. It stems from an increasingly urgent need to understand how the exclusion of pluralistic knowledge production continues in professional contexts and how this supports supremacist structural power imbalances.},
issn = {0908-6919}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grnqvistolssoncatharina_2024,
title = {Därför polariserar begreppet akademisk frihet},
author = {Grönqvist Olsson, Catharina and Olsson, Erik J and Zetterholm, Magnus},
year = {2024},
journal = {Svenska Dagbladet Debatt},
language = {swe},
publisher = {: Svenska Dagbladet},
issn = {1101-2412}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_halvarssonsofie_2021,
title = {Interkulturell samtid och framtid},
author = {Halvarsson, Sofie and Lindgren Ödén, Birgit},
year = {2021},
journal = {Människan i en existentiell kultur},
pages = {113--129},
language = {swe},
publisher = {Gävle : Gävle University Press},
abstract = {Den här artikeln går under antologins tema, människan i samtiden. Den är ett samarbete mellan en tidigare student av Människa-kulturreligionsprogrammet och en lärare som till viss del undervisat i programmet. Artikelns syfte är att belysa betydelsen av Människakultur-religionsprogrammet för ett samhälle i förändring. Läsaren får följa den tidigare studenten Sofie och läraren Birgit. Artikeln tar avstamp i ett samtal mellan oss, Sofie och Birgit. Vi samtalar bland annat om interkulturell kompetens, etnocentrism och mångkultur. Begreppen diskuteras tvärvetenskapligt ur ett sociologiskt, pedagogiskt, beteendevetenskapligt och religionsvetenskapligt perspektiv. Sofie intervjuar också några tidigare programstudenter för att ta del av deras tankar kring programmet och framtiden.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_heberleinann_2020,
title = {Kvinnor hotar det fria ordet vid högskolorna},
author = {Heberlein, Ann and Madison, Guy and Olsson, Erik J and Zetterholm, Magnus},
year = {2020},
journal = {Expressen},
language = {swe},
publisher = {: AB Kvällstidningen Expressen},
issn = {1103-923X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hellmananette_2014,
title = {Bildning i förskollärarutbildning},
author = {Hellman, Anette and Mark, Eva},
year = {2014},
journal = {I Mark, Eva (red.), Bildningens praktiker: Om de bildande momenten i en akademisk utbildningsprocess},
language = {swe},
publisher = {Göteborg : Makadam},
keywords = {bildning; högskoleutbildning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hgerlandtobias_2016,
title = {Handling säkrar den högre utbildningens kvalitet},
author = {Hägerland, Tobias and Maurits, Alexander},
year = {2016},
journal = {Dagens Samhälle},
language = {swe},
publisher = {: Kommunernas och landstingens tidning},
issn = {1652-6511}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonjrgen_2010,
title = {Regionkommuner och kommunal självstyrelse: Politiska utmaningar i relationen mellan lokalt och regionalt},
author = {Johansson, Jörgen},
year = {2010},
journal = {Flernivåstyrning},
pages = {93--120},
language = {swe},
publisher = {: Region Skåne, Västra Götalandsregionen, Regionplanekontoret vid Stockholms läns landsting och Sveriges Kommuner och Landsting}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2016,
title = {Entangling Education: Messy Knowledge, Philosophical Perplexity, and Learning to Be in Early Childhood},
author = {Johansson, Viktor},
year = {2016},
journal = {PESA Conference 2016},
pages = {121--138},
language = {eng},
keywords = {philosophy for children; entanglement; ibsen; plato; wittgenstein; pre-school; early childhood; education and learning; utbildning och lärande},
abstract = {This paper begins by reading Gunilla Bergström’s picture book How far can Alfons Reach? Abouta child who is perplexed by the beginning and end of personhood. Alfons’ perplexities about hispersonhood leads him to a realization of his intimate entanglement with the world. This story is usedto explore perplexities and entanglements of pre-school children participating in a philosophicalresearch project. Reading Alfons provides ways to understand how these pre-school children’s playinvolves them with philosophical perplexities that shows how they are deeply entangled in the world,and how they use their immediate environment and local practices to philosophize. The children’splays and entanglements are further explored as forms of philosophical exercises that demonstrateddifferent versions of Plato’s cave metaphor. The paper problematizes Badiou’s hyper-translation ofcave metaphor by suggesting Ibsen’s play The Wild Duck as an alternative translation of themetaphor to demonstrate that philosophical perplexities of childhood can serve as both exercises insearch of truth as well as life-lies. The difficulties in children’s philosophizing these readings of thecave illustrate are dissolved in remarks from Wittgenstein where the cave metaphor’s clear cut truthsand falsities merge into a form of messy “knowledge” of ordinary life. Exploring children’sphilosophizing through Alfon’s perplexities, play, and the cave metaphor lead to a philosophicalpedagogy that messes with our understanding of ontology, epistemology and ethics. In our engagementwith these children ontology, epistemology, and ethics becomes an intimate entanglement with theworld, not as a doctrine or a theory, but as a practice of being in the world by turning to the ordinary.In such a practice ontology, epistemology, and ethics, merge into a form of being as acting entangledwith the world and others, a lived philosophy, a philosophical pedagogy that becomes a practice ofliving entangled with children.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2016_1,
title = {Imaginative Learning: Play, Picture Books and Philosophy in Early Childhood},
author = {Johansson, Viktor},
year = {2016},
language = {eng},
keywords = {philosophy for children; early childhood; picture books; education and learning; utbildning och lärande},
abstract = {This paper (or presentation) is centred on a project in Scandinavian pre-schools and studies ways in which young children brings philosophical themes from picture books into their own play. The paper explores three aspects of learning that goes on in these contexts: First, how children, like recent literary humanist (Harrison 2015, Gaskin 2014, Gibson 2007), can use fiction, as an extra- realistic space, to engage in philosophical investigations and create philosophical experiences about life. Second, the paper account for the role of the non-instrumental ways in which children’s play with themes from the picture books. Third, the paper accounts for ways in which the children in the project play with rather than discuss or systematically explore philosophical themes. This way of philosophizing by playing in fictitious spaces is related to Wittgenstein’s ways of “imagining possibilities” through fictitious examples as a method of making philosophy a form of grammatical investigations (Savickey 2011, 2015). The paper concludes in a discussion of what an epistemology of learning philosophy can consist in by sketching out an epistemology of play emerging in the encounter with children’s play with fictitious themes. Moreover, this epistemological sketch demonstrate how philosophy can inform pedagogical encounters with children’s play readings of literature at the same time as children play with philosophical themes in fictitious spaces transforms the same philosophical accounts. The paper shows how childhood speaks back to philosophy (Kohan 2014).}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2016_2,
title = {Passionate Immediacy: Wittgenstein and Cavell on Desire in Children’s Philosophizing and Early Childhood Education},
author = {Johansson, Viktor},
year = {2016},
language = {swe},
keywords = {philosophy for children; early childhood; pre-school; passion; immediacy; wittgenstein; cavell; education and learning; utbildning och lärande},
abstract = {This paper explores the philosophy of young children’s. How can philosophy happenin early childhood (education)? What can philosophy look like in early childhoodeducation? What does it mean to hear philosophy in young children’s expression?What kind of listening does it require? In order to explore such questions I will turnto the ordinary language philosophy of Austin, Wittgenstein and Stanley Cavell. InCavell’s discussion of Austin’s elaboration on the notion of performative utteranceshe suggest a passionate dimension of philosophizing that involves not just “theresponsibility of implication”, as Cavell puts it, but also “the rights of desire”. I shallsuggest that in order to see the philosophical aspects of children’s questions andexpressions we need to look beyond mere words, look at how children’s expressionsare used and the several uses they have, involving understanding the context, theplace, and the body as expressions used for philosophical inquiry. Going on fromCavell, I will suggest that there are passionate dimensions of children’s philosophicalexpressions that call for improvisatory responses, a pedagogy of immediacy.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2018,
title = {How Interreligious Buildings Influence Interreligious Neighbourhood Relations: The Case of the God's House Project in a Stockholm Suburb},
author = {Liljestrand, Johan},
year = {2018},
journal = {Religion and Dialogue in the City},
pages = {159--180},
language = {eng},
publisher = {Münster/New York : Waxmann Verlag},
keywords = {innovative learning; innovativt lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2018_1,
title = {Religion and Swedishness: Swedish students' attitudes to religion and nationality},
author = {Liljestrand, Johan},
year = {2018},
journal = {Religion and Dialogue in the City},
pages = {263--274},
language = {eng},
publisher = {Münster/New York : Waxmann Verlag},
keywords = {innovative learning; innovativt lärande}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindbergstaffani_2016,
title = {I demokratins namn – tänk om ministern!},
author = {Lindberg, Staffan I},
year = {2016},
journal = {Göteborgs-Posten},
volume = {20161122},
pages = {20161122},
language = {swe},
abstract = {Inför regeringens forskningsproposition},
issn = {1103-9345}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2023,
title = {Att balansera uppdragen att förmedla och kritiskt granska värderingar: en empirisk fallstudie},
author = {Lindström, Niclas},
year = {2023},
journal = {Mellan kunskap och fostran},
pages = {31--42},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
abstract = {I det här kapitlet behandlas hur versamma lärare i samhällsorienterande ämnen (årskurs 7-9) tar sig an kontroversiella frågor, vilket aktualiserar balansgången mellan de potentiellt motstridiga uppdragen att förmedla och kritiskt granska värderingar. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2019_1,
title = {Individualismens betydelse för moral- och etikundervisningen},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {115--129},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap},
keywords = {moralundervisning; etikundervisning; kontroversiella frågor}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2018_2,
title = {Lärares yrkesetik och etiskt resonerande},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2018},
journal = {Läraren och yrkesetiken},
pages = {59--81},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {lärares yrkesetik; etiskt resonerande; lärarutbildning; lärarfortbildning; skolans värdegrund},
abstract = {En uppsättning yrkesetiska principer sätter ramar och ger riktlinjer för lärares verksamhet, men ofta är sådana principer i sig själva inte tillräckliga för att ge den vägledning som krävs för att lösa konkreta etiska problem. För det krävs också att läraren besitter färdigheter relevanta för att hantera etiska frågor, i synnerhet en förmåga till etiskt resonerande.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2024_2,
title = {Navigating controversy: balancing values and critical thinking in education},
author = {Lindström, Niclas},
year = {2024},
language = {eng},
keywords = {addressing societal values; balancing values and democracy in education; challenges for teachers; critical thinking; ethical teaching practices in social studies; ethics and education; fostering democratic citizens; promoting critical evaluation in school curricula; teaching controversial issues},
abstract = {Addressing controversial issues in schools raises tough questions. Can values and critical thinking coexist in education without harming democratic principles?}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2021_1,
title = {Two Educational Approaches to Moral Psychology:: Exploring the Possibilities of an Adaptive Attitude},
author = {Lindström, Niclas and Norgren-Hansson, Mimmi},
year = {2021},
journal = {47th Annual Conference of the Association for Moral Education},
language = {eng},
publisher = {: Association for Moral Education},
keywords = {moral education; moral psychology; adaptive approach},
abstract = {The recent development within moral psychology has changed the understanding of how people, in general, make moral judgements. The results suggest that moral judgments involve two cognitive processes, intuitive responses and rational thinking, where the latter's significance has traditionally been overemphasized. The theory has been used to explain the differences between two of the main moral pedagogical models depending on which of these cognitive systems is emphasised. The proponents of character-based models emphasize the ability to feel empathy, solidarity and group affiliation whereas the proponents of reason-based models emphasize the ability to think rationally and apply normative principles (cf. Greene 2007, 63; Graham, Haidt & Rimm-Kaufman 2008, 271; Cushman & Young 2009, 18). Researchers have considered this a paradigm shift within moral psychology (Maxwell & Narvaez, 2013, 271), but educationalists' interest has so far been limited and often restricted to harsh critique. An interpretation, following Steutel and Carr (1999), could be that the “differences between conceptions of moral education are nothing if not philosophical” in combination with a reluctance to accept “modern psychological attempts to derive moral educational conclusions from quasi-empirical research” (p. 3). In this article, we analyse the critical approach to moral psychology raised by educationalists and propose an alternative where we believe moral psychology can inform moral education.In this paper, we will discuss two educational approaches to the new paradigm of moral psychology. Initially, we will consider the proponents of a critical approach, where the influence of moral psychology on educational practice, generally is dismissed because of semantic or methodological reasons (see: Musschenga, 2008, 2013; Kristjánsson, 2013, 2016; Maxwell & Narvaez, 2013; Haste, 2013). Then, we will consider an adaptive approach, where it is possible to explore both sematic and methodological issues in relation to the new paradigm in moral psychology (Norgren Hansson & Lindström, 2020). Finally, we discuss the limitations and benefits of a psychologically informed moral education and which consequences this would have on the pedagogical practice.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2016,
title = {Using interactive tools and teaching methods to prepare teacher students for the task of conveying basic values},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2016},
journal = {EDULEARN16 Proceedings},
language = {eng},
publisher = {Valencia : IATED Academy},
keywords = {teacher education; basic values; evaluative profiles; interactive teaching; conveying values},
abstract = {Generally, teachers are expected to convey certain basic values to their pupils in addition to the task of mediating knowledge. These values differ between different countries and may be either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In Sweden the curriculum for the upper secondary school states that “[e]ach and everyone working in the school should… encourage respect for the intrinsic value of each person and the environment we all share […] this is to be achieved by nurturing in the individual a sense of justice, generosity, tolerance and responsibility” (The Swedish National Agency for Education (SNAE) 2012). In light of this aspect of the teacher profession, we take it to be an important ingredient in the teacher education to prepare teacher students for the task of conveying such basic values. The present paper focuses on challenges in relation to this task.As researchers and teachers in the Swedish teacher education we have had the opportunity to address the value-conveying task of the teacher profession in both research and education. In addressing this task, the typical evaluative profile of the teacher students has turned out to be an interesting challenge. According to previous studies, Swedes in general (Inglehart 2015) including Swedish teacher students (Authors 2016a), tend to embrace individualist values and reject more social values. This kind of individualist evaluative profile is potentially problematic in relation to the task of conveying basic values, since it typically comes with a tendency to view values as a private matter, something that the school should not interfere with (Authors 2016b).In order to investigate the evaluative profiles of the teacher students and develop this aspect of the teacher education, we have worked according to a model with three distinct phases.(1) A survey was constructed, using interactive tools such as Mentimeter and Lime Survey, deliberately choosing questions in relation to (a) the task provided by SNAE of conveying a set of basic values, and (b) relevant international studies (cf. Inglehart & Baker 2000). (2) Students were invited to answer the survey, where they received direct feedback, providing the basis for problematizing and discussing their evaluations in relation to alternative views. In addition their answers provided information for us to map their evaluative profile. (3) The evaluative profile was in turn put in relation to the basic values of their future profession and international research. Hence the students were engaged in creating a substantial part of the study material of the course, used as a point of departure for critical analysis and discussion, making the students aware of their own evaluative profile and alternative points of view. We believe that such an increased awareness of one’s own evaluative profile is one prerequisite to develop a professional attitude to conveying both individual and social values in the teacher’s pedagogical practice and meet the requirements from SNAE and the challenges of a multicultural teaching environment. Our teaching method has also resulted in research which has been used in order to further develop the content of the course (Authors 2016a; 2016b). In this paper we present our method and explain how it can be used as a general model for working with values in the teacher education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2016_1,
title = {Which values are reproduced within the swedish educational system?},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2016},
journal = {Usuteaduslik Ajakiri / The Estonian Theological Journal},
volume = {1},
number = {69},
pages = {49--61},
language = {eng},
publisher = {Tartu : Estonian Theological Society},
keywords = {educational values; fundamental values; teacher education; value reproduction; traditional values; secular values},
abstract = {Using the World Values Survey (WVS) as a background the paper discusses a tension between the general evaluative outlook of Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). According to the results from WVS, which maps evaluative differences between approximately 80 countries in the world, Sweden stands out as a country that rejects traditional values and embraces so called secular self-expression values. However, the values established by SNAE include both traditional values, such as “sharing a common cultural heritage”, and secular self-expression values, such as “individual freedom and integrity”. Against this background we conducted a survey of 179 Swedish teacher students in order to investigate the relation between their evaluative outlook and the values they are supposed to convey to their pupils as established by SNAE. The result of the survey indicates that these students do not differ in any significant respect from the Swedish population in general as regards secular vs traditional evaluations. The fact that the traditional values emphasized by SNAE seem to be scarcely represented among the teacher students, makes questionable whether they will be present in their future teaching. On the assumptions that there are important educational values among the traditional as well as the secular self-expression ones, and that values are reproduced within an educational system, we argue that there is reason to take the imbalance in the evaluative outlook of the students seriously.},
issn = {1406-6564}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2015,
title = {Etikdidaktik: Grundbok om etikundervisning i teori och praktik},
author = {Löfstedt, Malin and Franck, Olof},
year = {2015},
language = {swe},
publisher = {Studentlitteratur AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2007_1,
title = {Katarinaskolan - en humanistisk skola på kristen grund},
author = {Löfstedt, Malin},
year = {2007},
journal = {Religiösa friskolor i Sverige},
pages = {3--325},
language = {swe},
publisher = {Lund : Studentlitteratur AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2016,
title = {Livsviktiga frågor och populärkultur},
author = {Löfstedt, Malin},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {175--184},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_molanderbeyermarianne_2024,
title = {Rousseau släppte ut barnet i naturen},
author = {Molander Beyer, Marianne},
year = {2024},
journal = {Liberal Debatt},
volume = {5},
number = {5},
pages = {26--28},
language = {swe},
keywords = {jean jacques rousseau; den "naturliga" uppfostran; barnets individualitet; åskådningsundervisning; vilje- och känslolivets betydelse; lärarroll},
abstract = {Författaren och filosofen Jean-Jacques Rousseaus (1712 - 1778) idéer om barnuppfostran var banbrytande. Hans negativa syn på teknikens och vetenskapens inflytande på människan stod i bjärt kontrast mot övriga upplysningsfilosofers framstegsvänliga och förnuftsbaserade ideologi, vilken enligt Rousseau inte påverkade de grundläggande missförhållandena i samhället. En genomgripande förändring av samhället borde uppnås, inte genom revolutionära metoder, utan genom uppfostran. I uppfostringsromanen "Émile eller om uppfostran "(1762) lägger Rousseau fram en uppfostringsmetod - som genom att grundas på frihet samt utgå från barnets känsloliv, behov och individuella mognad – ska bevara huvudpersonen Émile god, fri och okonstlad samt utveckla hans naturliga anlag.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2023,
title = {Dissonansen mellan liberala värden och konservativ funktion: en analys av värdeförmedlingen i svensk skola},
author = {Norgren-Hansson, Mimmi},
year = {2023},
journal = {Tidskrift för politisk filosofi},
volume = {2},
pages = {2--14},
language = {swe},
publisher = {: Thales},
keywords = {värdeförmedling; liberala värden; konservativa värden; värdegrund i skolan},
abstract = {Värdegrundsarbetet i svensk skola vilar på en inre konflikt. Denna motsättning återfinns i dissonansen mellan de värden som förmedlas i skolan och den funktion som värdeförmedlingen har i relation till det svenska majoritetssamhället. Eftersom de värderingar som förmedlas är huvudsakligen liberala och således ligger i linje med det svenska majoritetssamhället blir funktionen av värdeförmedlingen konservativ när den strävar efter att upprätthålla status quo. Det finns således en spänning mellan liberala värden och konservativ funktion i skolans värdeförmedling. I denna artikel kommer jag att analysera denna spänning för att sedan diskutera några möjliga förhållningssätt till dissonansen inom skolans värdeförmedling. I samband med detta argumenterar jag för vikten av att särskilja värdeförmedling från akademisk prestation. },
issn = {1402-2710}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2019_1,
title = {En könad omsorg?: omsorgsetiska erfarenheter på mellanstadiet},
author = {Norgren-Hansson, Mimmi},
year = {2019},
journal = {Rethinking Knowledge Regimes},
pages = {96--97},
language = {swe},
publisher = {: Swedish Secretariat for Gender Research, University of Gothenburg},
keywords = {omsorg; grundskola; genusvetenskap},
abstract = {En könad omsorg? Omsorgsetiska erfarenheter på mellanstadiet.Enligt skollagen (2010:800) är det lärares uppdrag att förmedla inte bara kunskap utan vidare också värderingar. Dessa värderingar konkretiseras i läroplanen. Under preciseringen av det etiska perspektivet skriver man till exempel såhär:”Det etiska perspektivet är av betydelse för många av de frågor som tas upp i skolan. Perspektivet ska prägla skolans verksamhet för att ge grund för och främja elevernas förmåga att göra personliga ställningstaganden och agera ansvarsfullt mot sig själva och andra.” (Lgr11)Under de mål som uppsatts för arbetet med skolans värdegrund lyfts också omsorgsperspektivet ytterligare då man fastslår att, ”skolans mål är att varje elev kan leva sig in i och förstå andra människors situation och utvecklar en vilja att handla också med deras bästa för ögonen”. Just inlevelseförmågan ses som fundamental ur ett omsorgsetiskt perspektiv då den är grunden för senare handling (Noddings, 1984:16).Om vi vet mer om värdegrundsuppdraget utifrån aspekten omsorg så kan detta i förlängningen av verksamheten generera nya arbetssätt för hur fler kan tillgodogöra sig dessa förmågor och värderingar. Istället för att enbart söka efter komplikationerna eftersöks de uttryck som bäddar för förmågan att kunna manövrera sig i ett socialt landskap med omsorg för andra som mål och medel. Den aktuella debatten om förmedling av värden utgår idag ofta från brott mot gällande normer i form av mobbing, trakasserier, diskriminering och kränkande behandling (Nyström 2011:11). Detta perspektiv kan vara intressant att vända på. Syftet med studien är att beskriva, analysera och diskutera mellanstadieelevers erfarenheter och berättelser utav omsorg utifrån deras skolvardag. Detta kan även ligga till grund för en moralpedagogisk diskussion där betydelsen av maskulint och feminint kodade etiska perspektiv i skolan belyses.Utifrån ett genusperspektiv redovisas resultatet från tio kvalitativa intervjuer genomförda med svenska mellanstadieelever med fokus på erfarenheter och berättelser av omsorg. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2025,
title = {Kritikerna har fel - rimligt av Trump att ställa krav på Harvard},
author = {Olsson, Erik J},
year = {2025},
journal = {Fokus},
language = {swe},
issn = {1653-4670}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2018,
title = {Nej, relativister hör inte hemma i högskolan},
author = {Olsson, Erik J and Sörensen, Jens Stilhoff and Zetterholm, Magnus},
year = {2018},
journal = {Dagens Samhälle},
language = {swe},
publisher = {: Kommunernas och landstingens tidning},
issn = {1652-6511}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2018_1,
title = {Relativister i högskolan, lämna akademin!},
author = {Olsson, Erik J and Sörensen, Jens Stilhoff and Zetterholm, Magnus},
year = {2018},
journal = {Dagens Samhälle},
language = {swe},
publisher = {: Kommunernas och landstingens tidning},
issn = {1652-6511}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2019,
title = {Rättshaveristerna har rätt: svagt juridiskt skydd för akademisk frihet i Sverige},
author = {Olsson, Erik J and Sörensen, Jens Stilhoff and Zetterholm, Magnus},
year = {2019},
journal = {Dagens juridik},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2017,
title = {Challenging norms through intersectional perspectives, artistic exploration and norm-critical pedagogy: Challenging norms through artistic exploration, norm criticality and pedagogy},
author = {Persson, Beatrice and Carlson, Anna},
year = {2017},
journal = {InSEA 2017, The 35th World Congress of the Int'l Society for Education Through Art: Spirit/Art/Digital},
language = {eng},
keywords = {intersectional perspectives; artistic exploration; norm-critical / anti oppressive pedagogy; painful position},
abstract = {To challenge the norms through norm critical pedagogy is to focus on the processes where norms create and maintain hierarchical difference. For us this means that we challenge the students through proposing the question: what does it mean to be human today? Exposing them to contemporary art, postcolonial theory and interculturality in close encounter with the unknown. In workshops, artistic explorations, theoretical discussions and essay writing we force students to identify and analyse the connection between art and life. This is a consious course of actions in trying to situate students in a painful position. A painful position is where the normal and safe begins to crack, when the protection of oneself becomes a hindrance, revealing ones predjudices. In the painful position we are exposed to ourself, forced to become aware of ones actions of maintaining power structures and traditions. In order to convince students to come to rest in the painful position we try to create a climate for communication where different voices are allowed to speak and be heard, and various lived exeperinces can exist without judgement. This is a space for communication that is explorative, where contradictions is advocated, creating opportunities to rethink, evaluate and come to terms with strategies for negotiation. The climate should also cater for an insight of the importance of emotions and affect in relation to the unknown. This unknown which is created through artistic representation processes is autonomous and norm critical. It is a way to see beyond the obvious, to discover hidden patterns in oneself, to see past the surface into our conceptions of the world, where prejudices and beliefs are viable. Artistic exploration and representation processes has many points of contact with processes within norm critical pedagogy, which means that art in schools and society creates important spaces which gives us all a place to practice and approach that which we not yet understand.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2017_1,
title = {Notions on Norm Critical Image Interpretation – It's not in the Image It's in Me},
author = {Persson, Beatrice},
year = {2017},
journal = {E17, Research conference in Umeå on the Aesthetic Subjects: Tacit knowing or just plain silence?},
language = {eng},
keywords = {interpretation of images; norm criticality; gender theory; postcolonial theory},
abstract = {Everyone is aware of the fact that we live in an image society and that it is important to discuss the significance of images in school. But discussing images, and foremost image interpretation, is complicated and multifaceted. Master students at the Art Teacher Program in Gothenburg expressed crucial concerns about this topic – for them, image interpretation triggered a conception of responsibility to reveal the images to the pupils. After further discussion we agreed upon that teachers felt a responsibility to give students good tools to be able to "read" and understand images, and by extension, to view images critically. This is the backdrop for my paper where I, based on the current Swedish curriculum for the compulsory school, preschool class and the recreation centre (Lgr 11), will discuss how to interpret and view images from a norm critical perspective using gender theory and postcolonial theory. My point of departure will be that all of us who interpret images never reveal the images as such, they are just the incentive, what we really reveal is our own preconceptions and prejudices.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rasmussonarne_2004,
title = {Vem vill ha ett mångkulturell samhälle?},
author = {Rasmusson, Arne},
year = {2004},
journal = {Om det som djupast angår…},
pages = {18--30},
language = {swe},
publisher = {Lomma : Föreningen Lärare i religionskunskap (FLR)}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2019,
title = {Etiskt resonerande: smörgåsbord eller verktygslåda?},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {148--165},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap},
keywords = {etikundervisning; etikdidaktik; kontroversiella frågor; sil-metoderna; sil-villkoren; metodbaserad etikundervisning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2017_1,
title = {Mastering methods for moral reasoning as a form of ethical competence: A methods-based approach to ethics education},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2017},
journal = {What may be learnt in ethics? Conference 11-13 December 2017},
pages = {16--16},
language = {eng},
publisher = {Göteborg : Göteborgs universitet},
keywords = {ethical competence; ethics education; teaching ethics; moral methodology; methods-based approach},
abstract = {This paper focuses on an aspect of ethics rarely treated by scholars or in textbooks, namely the methods for reasoning by which one can arrive at justified moral decision. While these methods are rarely spelled out, they seem to be taken for granted in ethical debates and by scholars working within the field. We argue that the ability to master these methods is a clear candidate for ethical competence – a form of such competence which is both theoretically and practically useful in ethics education at various levels, particularly in comparison to standard theory-based accounts to ethics education. While others have criticized theory-based approaches to ethics education, the methods-based approach that we explore has not been suggested as an alternative. Hence, our research topic is methods for moral reasoning as a basis for ethical competence and ethics education. We have used two complementary methodological tools for arriving at our conclusion that mastering such methods is a form of ethical competence, useful in schools. We combine (1) personal substantial experiences from teaching ethics, in particular to teacher students, with (2) philosophical analysis of ethical debates and theories. By (1) we get important indications about the usefulness of a methods-based approach to ethics education. (2) helps us reveal what ethical debates and theories assume about requirements on moral reasoning. What emerges is a set of basic seemingly uncontroversial methods for moral reasoning, which can be roughly structured under the headings “information”, “vividness” and “coherence”. Hence analytical moral philosophy provides our main theoretical framework.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2016,
title = {On the Educational Task of Mediating Basic Values in an Individualist Society},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2016},
journal = {Education Abstracts},
pages = {127--128},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {basic values; evaluative profiles; conveying values; teacher education; value reproduction; individualism},
abstract = {Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values, which may differ between different societies. Depending on which country we look at, this latter task is either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In Sweden, for instance, the curriculum for the upper secondary school states that "[e]ach and everyone working in the school should… encourage respect for the intrinsic value of each person and the environment we all share. […] In accordance with the ethics borne by Christian tradition and Western humanism, this is to be achieved by nurturing in the individual a sense of justice, generosity, tolerance and responsibility" (see http://www.skolverket.se/publikationer?id=2975; accessed 2015-10-14). In this paper we are interested in the educational task of mediating such basic values in societies imbued with individualist values and attitudes. As a background, and for illustrative purposes, we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide (http://www.worldvaluessurvey.org/wvs.jsp; accessed 2015-10-14). It has become common practice to present the results from WVS along two value dimensions: traditional versus secular-rational values, and survival versus self-expression values (see e.g. R. Inglehart, 2006, "Mapping Global Values", in Y. Esmer & T. Pettersson (eds.) Measuring and Mapping Cultures: 25 Years of Comparative Values Surveys, Leiden: Brill.). In general, secular-rational and self-expression values are representative of an individualist evaluative outlook, whereas traditional and survival values are representative of a more collectivist evaluative outlook. Hence, it is possible to use the results from WVS to roughly categorize countries as more or less individualist (generally speaking). The results from WVS reveal that Sweden – which constitutes our example of an individualist society – stands out as remarkably individualist in this respect (see http://www.worldvaluessurvey.org/ images/Cultural_map_WVS6_2015.jpg; accessed 2015-10-14). One important aspect of this individualist outlook is that values are commonly regarded as largely a private matter – something that should not be interfered with in the public sphere, e.g. in schools – a view often accompanied by a tendency to downplay the importance of ethical questions in general (see World Values Survey, Wave 6: 2010-2014; http://www.worldvalues survey.org/WVSOnline.jsp; accessed 2015- 10-14). Against this background we have investigated the evaluative outlook of 179 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individual and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative outlook – where one tends to diminish the importance of ethical questions and regard values as largely a private matter – and the ethical and educational task of mediating a set of basic values, and reveal some of the challenges that this tension poses for teachers and the educational system in general in more or less individualist societies.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2017_2,
title = {On the Educational Task of Mediating Basic Values in an Individualist Society},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2017},
journal = {Athens Journal of Education},
volume = {2},
number = {4},
pages = {137--147},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {basic values; evaluative profiles; mediating values; teacher education; value reproduction; individualism},
abstract = {Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.},
issn = {2407-9898}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2016_1,
title = {On the Educational Task of Mediating Basic Values in an Individualist Society},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2016},
language = {eng},
publisher = {Athens Institute for Education and Research (ATINER)},
keywords = {basic values; evaluative profiles; mediating values; teacher education; value reproduction; individualism},
abstract = {Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2021,
title = {Online Surveillance and Education for Digital Competence},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2021},
journal = {Education Abstracts},
pages = {57--58},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research},
keywords = {education for digital competence; digital competence; education for digital literacy; digital literacy; digitalization; online surveillance; soft surveillance; surveillance; surveillance culture; privacy; digital humaniora; digital humanities; practical philosophy; praktisk filosofi},
abstract = {Digital competence has become increasingly important in modern societies. The possession of such competence is consequential to the ability to participate on equal terms as a citizen in a contemporary democracy. Hence, it is nowadays stressed as an important learning objective, more or less globally. For example, it is one of the eight key competences for lifelong learning identified by The European Parliament and The Council of the European Union (“Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning”, OJ L 394, 20.12.2006, 10-18). Navigating in a digital world requires competences such as the ability to find relevant information through search engines and databases, but also to practice criticism of the sources. These competences receive increasing attention in schools. However, digitalization comes with downsides, one of them, arguably, being the facilitation of intrusive online surveillance. When we are online, we leave traces that provide useful information to companies and organizations, who can harvest our data for different purposes.While knowledge of this fact has become more widespread, it does not seem to get the attention that it arguably deserves in schools and teacher education. In Swedish teacher education, where we operate, privacy issues in relation to online activities have not found a pronounced place in the curriculum. Having knowledge or these issues is important to be able to make deliberate choices regarding one’s online activities – what information do I want to share, and with whom? For instance, is it worth giving away some of my personal information to get access to a certain social media platform?To be able to answer such questions autonomously and critically in a way that also influences one’s behavior, it is furthermore important to understand how people generally behave in relation to privacy and sharing information online. Quite extensive research has shown that people tend to behave in ways that do not mirror their own privacy concerns. While they report strong concern for their privacy, they behave online as if their privacy were not very important to them at all. This has become known as the “privacy paradox” (for an overview, see N. Gerber, P. Gerber & M. Volkamer, “Explaining the privacy paradox: A systematic review of literature investigating privacy attitude and behavior”, Computers & Security 77, 2018, 226-261).Within the framework of the research project “iAccept: Soft surveillance – between acceptance and resistance”, in which one of us participates, a questionnaire survey was conducted with 560 current and former Swedish student teachers, about their attitudes to privacy and surveillance and their online behavior. At large, their responses are in line with the privacy paradox. Partly based on this survey, we point to the importance of raising awareness of privacy issues in teacher education and schools. We argue that – like other aspects of digital competence – this aspect is also crucial to being a conscious citizen in a democratic society. Thus, it should constitute a natural part of education for digital competence.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2021_1,
title = {Studying the evaluative views of students as a tool for professional development of teacher educators},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2021},
journal = {Exploring professional development opportunities for teacher educators},
pages = {195--211},
language = {eng},
publisher = {London & New York : Routledge},
keywords = {professional development of teacher educators; professional development; teacher educators; student teachers; evaluative profiles; evaluative views; mediating values; conveying values; teacher education; value reproduction; individualistic values; collectivistic values; values in teacher education},
abstract = {Alongside the task of conveying knowledge to their pupils, teachers are also expected to mediate certain values, educational as well as ethical or societal. This value-conveying aspect of the teaching profession provides the focus of this chapter, the aim of which is to highlight its importance and show why reflecting on it is helpful for the professional development of teacher educators. As teachers in Swedish teacher education, we have conducted surveys with our students to assess some of their evaluative views that are of educational relevance. The results of these surveys reveal a tension between some of the values typically held by our students and parts of the value-conveying task of Swedish teachers. This tension, together with a comparison between the students’ values and the values prevalent in other countries, has provided the basis for interesting and rewarding discussions with our students. In the present chapter we describe our work with the students and argue that a teacher educator’s awareness of their own evaluative views, as well as those of their students, is important for developing the ability to reflectively and critically convey values in their pedagogical practice. Thus, it is an important aspect of the professional development of teacher educators.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2017_3,
title = {Teaching Ethics to Non-Philosophy Students: A Methods-Based Approach},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2017},
journal = {ATINER'S Conference Paper Series},
pages = {1--17},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {ethics education; teaching ethics; moral methodology; methods-based approach; smorgasbord approach},
abstract = {Dealing with ethical issues is a central aspect of many professions. Consequently, ethics is taught to diverse student groups in universities and colleges, alongside philosophy students. In this paper, we address the question of how ethics is best taught to such “non-philosophy” student groups. The standard way of introducing ethics to non-philosophy students is to present them with a set of moral theories. We refer to this approach as the “smorgasbord approach”, due to the impression it is likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the assumption that adopting an ethical position is mainly a matter of choosing from this smorgasbord of different theories. We argue that this approach is problematic for several reasons, both theoretical and practical, and we suggest a methodsbased approach – focusing on methods for moral reasoning – as a more fruitful alternative. The main purpose of this paper is to explain and defend this methods-based approach to teaching ethics to non-philosophy students. In so doing, we also consider and meet some expected objections to this approach.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjgrenhanna_2014,
title = {Den politisk-etiska potentialen hos djur-människorelationer i lärarutbildares samtal om hållbar utveckling},
author = {Sjögren, Hanna},
year = {2014},
journal = {Pedagogisk forskning i Sverige},
volume = {2},
number = {19},
pages = {90--109},
language = {swe},
keywords = {posthumanism; utbildningsfilosofi; relationalitet; hållbar utveckling; lärarutbildning},
abstract = {För att förstå vilka gränser som utmanas och/eller förstärks i utbildning för hållbar utveckling krävs att pedagogisk teori och praktik skapar utrymme för att undersöka potentialen i relationer som inkluderar det icke-mänskliga. Utifrån fokusgruppintervjuer med lärarutbildare vid åtta svenska lärosäten lyfter jag fram exempel på relationer där det mänskliga kan förstås som en del av och i relation till det icke-mänskliga. Utifrån dessa relationer diskuterar jag politisk-etiska frågeställningar som uppkommer genom att relationerna avgränsas som de gör. Exemplen visar hur relationer mellan det mänskliga och det icke-mänskliga kan utgöra en betydelsefull utgångspunkt för att förstå vilka gränser som utmanas och/eller etableras genom utbildning för ett mer hållbart samhälle. Utifrån analyser av materialet diskuterar jag kritiskt hur de olika relationerna skapar olika verkligheter, där gränser för vad som blir betydelsefullt förhandlas. Jag visar på individualitetens och den närvarande referentens betydelse, vilken kunskap dessa relationer möjliggör samt vem eller vad som inkluderas i utbildningens arbete för att skapa en hållbar utveckling.},
issn = {1401-6788}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2010,
title = {Introduction},
author = {Sporre, Karin and Mannberg, Jan},
year = {2010},
journal = {Values, religions and education in changing societies},
pages = {1--8},
language = {eng},
publisher = {Dordrecht, Heidelberg, London, New york : Springer},
keywords = {values in education; religious education; diversity; societal change; värdefrågor i utbildning; religionsdidaktik; mångfald; samhällsförändring; education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenaeusfredrik_2016,
title = {Vad skall vi göra med ADHD i förskolan?},
author = {Svenaeus, Fredrik},
year = {2016},
journal = {Inifrån och utifrån},
pages = {319--335},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2015,
title = {Religion och vetenskap: ett nygammalt tema i religionsundervisningen i gymnasiet},
author = {Thalén, Peder},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {135--149},
language = {swe},
publisher = {Gävle : Högskolan i Gävle}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2023_1,
title = {Hur välkomnar vi Ramadan i skolan?},
author = {Thorén, Christopher},
year = {2023},
journal = {S.O.S. (Skola och samhälle)},
language = {eng},
keywords = {muslimer; islam; skola; utbildning; högtider},
abstract = {Det finns en stor variation av åsikter om hur fastan arrangeras under Ramadan enligt Christopher Thorén. Han menar att olika sätt att se på fastan kan leva sida vid sida. I sin text har Thorén samlat intryck av diskussionen om och egna erfarenheter av att undervisa muslimska elever.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2021,
title = {'You Who Hate God': Investing in Love and Hate through the Sound of Satan},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2021},
journal = {Difference and Division in Music Education},
pages = {93--107},
language = {eng},
publisher = {New York : Routledge}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2020,
title = {Uppdrag veteran: om svenska militära utlandsveteraner},
year = {2020},
language = {swe},
publisher = {Centrum för studier av militär och samhälle; Svenskt militärhistoriskt bibliotek},
keywords = {militär; utlandsveteran; yrkeskunnande; militär profession; identitet; veteran; kritisk kulturteori; critical and cultural theory},
abstract = {“In my daily life, I have ended up as chairman in all the associations I’ve been involved with. They can see that you’re solution-driven, get things done and are communicative, I guess.” The ambition of the Swedish Armed Forces is that a veteran should be perceived as someone with “a proven high physical and mental capability” and someone “well trained in leading and co-operating with others”. How is this ambition perceived in reality? The aim of the project “Veterans in Swedish Society – Proud, Respected, Valuable” is to provide a broader knowledge-base focusing on the veterans as a competent resource within the civil society and working-life. By means of qualitative methods, the research project explores questions like: What experiences do the veterans themselves have switching from military service to civilian working life? In what way has their knowledge and experiences as veterans been requested on the job market? Have they felt respected because of being a veteran? Preliminary results show that veterans are perceived as professional by civilian employers, being task-oriented and having the “right attitude”. But the veterans are also struggling to face ignorance and misconceptions about what their former military experience means.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_uusimkiliisa_2022,
title = {Professor Braden Hill - Understanding Equity Diversity Inclusion 3 September 2022},
author = {Uusimäki, Liisa},
year = {2022},
language = {eng},
keywords = {indigenous; equity; equality; inclusion; diversity; racism},
abstract = {In this episode we meet Professor Braden Hill who is a Nyungar (Wardandi) man from the southwest of Western Australia and who is the Deputy Vice-Chancellor (Students, Equity and Indigenous) at Edith Cowan University in Perth, Western Australia. Hear Braden talk about and explaining diversity, equity, inclusion, racism, the reason for the acknowledgment of country, the Uluru statement of the heart, reconciliation and much more. This is a must-hear for leaders, educators, students, interested individuals absolutely everywhere. Please share widely, discuss, and debate with each other. ENJOY,}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2020,
title = {Den svenska veteranen: en kompetent resurs i arbetsliv och samhälle},
author = {Victor Tillberg, Lotta},
year = {2020},
journal = {Uppdrag veteran},
pages = {181--195},
language = {swe},
publisher = {Stockholm : Centrum för studier av militär och samhälle; Svenskt militärhistoriskt bibliotek},
keywords = {militär utlandsveteran; kompetens; erfarenhet; militär; kritisk kulturteori; critical and cultural theory},
abstract = {”Många blir förvånade – är du veteran?! De tänker sig något annat.” Varannan svensk uppger att de inte vet vad en utlandsveteran är. Många svenskar associerar veteraner med ”någon som kan ha behov av stöd” samtidigt som svensk Försvarsmaktens ambition är att veteranen ska uppfattas som ”ansvarstagande” med en ”bevisat hög fysisk och mental förmåga” samt någon som är ”väl tränade i att samarbeta med och leda andra”. Syftet med projektet är att ta fram ett utvidgat kunskapsunderlag med fokus på veteranen som kompetent resurs i samhälle och Försvarsmakt. Med hjälp av kvalitativa metoder undersöks bland annat frågor som: På vilket sätt upplever du att din kunskap kommer till nytta? Hur upplever du samhällets/arbetsgivares/närståendes syn på dig som veteran? När har du haft användning av erfarenheter från din utlandstjänst? Upplever du att din utlandstjänst uppfattas som en merit? När har du känt dig respekterad som veteran? Vad får du för frågor om din utlandstjänst?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2018,
title = {De la planification à la liberté de choix : une révolution pour le modèle éducatif suédois ? Conversation avec Ulf P. Lundgren},
author = {Wedin, Tomas and Colla, Piero},
year = {2018},
journal = {Nordiques},
volume = {36},
pages = {36},
language = {fre},
issn = {1761-7677}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2013,
title = {Ideological continuity and discursive changes in the Swedish educational system},
author = {Wedin, Tomas},
year = {2013},
journal = {LIR.journal},
volume = {3},
pages = {49--65},
language = {eng},
publisher = {Göteborg},
keywords = {ideology; weltanschauung; discourse; cur- ricula; liberalism},
abstract = {In this article I present a reading of the relationship between discourse and ideology. With two curricula for the Swedish upper secondary school as my empirical basis, I suggest that the rather conspicuous differences between the curriculum of 1970 and that of 2011 ought to be considered as manifestations of discursive but not ideological changes. In the concluding remarks, I argue that the way in which the term discourse has come to be used has contributed to this. As a way forward, I contend that the Rawlsian framework, given the social-liberal values which it is supposed to re ect, provide us with political tools to map the most pertinent aws in the curriculum of 2011.},
issn = {2001-2489}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2018_1,
title = {La dimension temporelle de l’égalité : les réformes scolaires en Suède (1946-2000)},
author = {Wedin, Tomas},
year = {2018},
journal = {Nordiques},
volume = {36},
pages = {36},
language = {fre},
issn = {1761-7677}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2015,
title = {Skolan skall befria eleverna från deras invanda värld},
author = {Wedin, Tomas and Tiozzo, Matilde},
year = {2015},
journal = {Tidskriften Respons},
volume = {6},
pages = {6},
language = {swe},
keywords = {utblick},
issn = {2001-2292}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wieslandermalin_2020,
title = {'Den neutrala polisen' och 'Den Andre': om identiteter, stereotyper och en representativ polis},
author = {Wieslander, Malin},
year = {2020},
journal = {Religion, migration och polisiärt arbete},
pages = {79--90},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {polisarbete; sverige}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sterhanschristian_2009,
title = {Education for participation in the democratic society – A challenge for the future},
author = {Öster, Hans Christian},
year = {2009},
journal = {Values of humanistic education},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2017,
title = {Methodological Naturalism and Teaching Research Methods},
author = {Matta, Corrado},
year = {2017},
journal = {NERA 2017 Abstracts},
pages = {259},
language = {eng},
keywords = {teaching research methods; paradigms; methodological naturalism; interpretivism; philosophy of social science; education},
abstract = {Research topic/Aim: In this paper I discuss the consequence of a specific standpoint in the philosophy of social science, which I call methodological naturalism (MN), for teaching social research methods (and qualitative methods in particular)Theoretical frameworks: The theoretical framework of MN can be summarized by its main claim, according to which, despite exhibiting diversity in concrete methods, social sciences share (both internally, and externally with the natural sciences) at least a basic set of methodological core principles. One of these is that all use data to support claims in order to empirically ground their conclusions.Methodology/research design: I start by summarizing the main current philosophical orientation in teaching qualitative research methods. This is retrieved from the analysis of 90 qualitative methods textbooks. The analysis of the textbooks provided a general picture of the philosophical orientation in qualitative research methods teaching as informed by a standpoint I call “paradigmatic approach”. According to this approach philosophical commitments that are shared within research community determine the researchers’ choice of methods. I therefore compare the standpoints of methodological naturalism with the paradigmatic approach and look for the claims in which the two standpoints diverge.Expected conclusions/Findings: From the comparison of methodological naturalism with the paradigmatic approach I derive three prescriptions about teaching qualitative research methods (and social research methods in general).(1) MN discourages accounts of research methods that rest on the strong interpretation of methodological rules as inherently social.(2) MN recommends a double movement, going from cognitive to social issues and from social to cognitive issues of methods, as a general structure for teaching research methods.(3) MN recommends decomposing and problematizing stereotypes concerning the relationship between philosophy and methods, and favors differential reconstructions.Relevance for Nordic Educational Research: I conclude by arguing that these prescriptions can make a contribution to the practice of teaching social research methods, mainly by bringing to the surface a number of issues that have been overlooked in the literature, and by providing suggestion on how to combine different aspects of social research methods that have traditionally been kept apart.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2017_1,
title = {The Role of Philosophical Theory in Qualitative Methods Textbooks},
author = {Matta, Corrado},
year = {2017},
language = {eng},
keywords = {qualitative methods; research methods textbooks; paradigms; teaching research methods; foundations of qualitative research methods; education},
abstract = {In this paper I discuss the role of philosophical theories (intended as coherent sets of philosophical claims) in social research methods textbooks, and in particular in qualitative methods textbooks. The theses that I defend in the paper are two: (1) Qualitative methods textbooks typically contain the claim that philosophical theories determine research methods. (2) The determination relationship between philosophical theories and research methods that is typically assumed in qualitative methods textbooks is potentially problematic. In the first part of the paper I qualify and provide empirical evidence for (1). The empirical evidence consists of the analysis of a random sample of 90 qualitative methods textbooks. In the second part of the paper I critically assess the determination claim contained in textbooks and argue that this claim is both philosophically and educationally problematic}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2013_1,
title = {Att 'bilda sig' eller att 'bilda sig'?: Om religionslärarens frirum som medborgarbildare i den nya ämnesplanen för religionskunskap på gymnasiet},
author = {Olson, Maria},
year = {2013},
journal = {Spänningsfyllda erfarenheter},
pages = {51--70},
language = {swe},
publisher = {: Stockholms universitets förlag},
keywords = {ämnesdidaktik; skolämnen; skolan; religionskunskap; samhällskunskap; muséer; lärare; gymnasieskolan; medborgarbildning; frirum; humanities and social sciences},
abstract = { I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2016_3,
title = {Ja vem vågar vara interkulturell?: Recension av Vem vågar vara interkulturell? En vänbok till Pirjo Lahdenperä av Kirsch, F-M, León Rosales, R & Rodell Olgaç, C (red.)},
author = {Kittelmann Flensner, Karin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {4},
number = {16},
pages = {14--15},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {interkulturalitet; educational science},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_1,
title = {Religionskunskap utanför Sveriges gränser},
author = {Osbeck, Christina},
year = {2008},
journal = {Religion och livsfrågor, nr 1, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_1999,
title = {Vi, "dom" och religionskunskapsämnet},
author = {Osbeck, Christina},
year = {1999},
journal = {Religion och livsfrågor, nr 3, 12-13},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plankkatarina_2016,
title = {Soppmässor, raw food och ayurvedisk mat i Majorna: Stadsvandring som didaktisk metod för att förstå religion och hälsa},
author = {Plank, Katarina},
year = {2016},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {6--9},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {mat; didaktisk metod; stadsvandring; religion; hälsa; religious studies and theology},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_5,
title = {Construction of Curriculum in Theory and the Situation in the Classroom, Differences and Commonalities},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Are you READY?},
pages = {87--89},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {curriculum; "national values"; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_6,
title = {Documentation of Study Visits and Teaching Experiences on "Religion and Diversity" (10 5)},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Are you READY?},
pages = {41--45},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {religious diversity; classroom; educational science}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2016_3,
title = {Migration i perspektiv av globala sociala förändringar},
author = {von Brömssen, Kerstin},
year = {2016},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {2},
pages = {6--8},
language = {swe},
publisher = {Solna : Föreningen för lärare i religionskunskap},
keywords = {migration; sociala förändringar; educational science},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2018_7,
title = {Young Students' Memories and Reflections on the July 22, 2011 Terror Attacks in Norway},
author = {von Brömssen, Kerstin},
year = {2018},
journal = {Values, Human Rights and Religious Education},
pages = {217--234},
language = {eng},
publisher = {: Peter Lang Publishing Group},
keywords = {young students; terror attacks; norway; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2009,
title = {Diversity, values and religious education seen through gender: in relation to a Swedish school context},
author = {Sporre, Karin},
year = {2009},
journal = {Religious diversity and education},
pages = {55--68},
language = {eng},
publisher = {Münster, Germany : Waxmann Verlag GmbH},
keywords = {gender; diversity; religious education; pedgogical work; education},
abstract = {In a recent critical report, a panel of international evaluators summarize their review of Swedish educational research on democratic values, gender and citizenship. In doing this, the evaluators underline the importance of letting educational research be influenced by gender theory in a more qualified sense, more than simply using gender as an aspect of sampling (Arnot et al., 2007, pp. 41-43). This chapter is an effort to see how some aspects of the lengthy and thorough theoretical discussions on diversity in gender or feminist theory could elucidate values and religious education in a more multicultural Sweden. The present situation concerning diversity in Swedish schools is illustrated by a recent investigation of Swedish schoolbooks published between 2000 and 2005. Twenty-four schoolbooks for lower and upper secondary schools, i.e. forms 7-12, were evaluated with regard to how they handle different aspects of diversity (Skolverket, 2006). In conclusion I will discuss some challenges to educators in values and religious education in situations of diversity accentuated in multicultural societies.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2017,
title = {Inclusion in the Sunday worship - a matter of knowledge?},
author = {Gustavsson, Caroline},
year = {2017},
journal = {Mending the world? Possibilities and Obstacles for Religion, Church, and Theology},
pages = {455--468},
language = {eng},
publisher = {: Pickwick Publications}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2018,
title = {Common Symbols in a Diverse School for All: Collective Worship Seen from a Scandinavian Perspective},
author = {Skeie, Geir},
year = {2018},
journal = {Collective Worship and Religious Observance in Schools},
pages = {355--374},
language = {eng},
publisher = {Oxford : Peter Lang Publishing Group}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2009_2,
title = {‘Muslims have instructions’: HIV/AIDS, Modernity and Islamic Religious Education in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2009},
journal = {Aids and Religious Practice in Africa},
pages = {189--219},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
keywords = {islam; hiv/aids; education; ire; kenya; islamology; islamologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2023_1,
title = {Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India},
author = {Von Brömssen, Kerstin and Niemi, Kristian and Stones, Alexis},
year = {2023},
journal = {The Bloomsbury Handbook of Schools and Religion},
pages = {130--154},
language = {eng},
publisher = {London : Bloomsbury Academic},
keywords = {religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2009_1,
title = {Digitised church archives: a challenge to religious educators},
author = {Zipernovszky, Hanna},
year = {2009},
journal = {Religious diversity and education},
pages = {107--116},
language = {eng},
publisher = {Münster, Germany : Waxmann},
keywords = {religious education; diversity; religion/theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2020_1,
title = {Ethics education in Swedish RE - and future content for ethics education in compulsory school},
author = {Sporre, Karin and Franck, Olof and LIlja, Annika and Osbeck, Christina},
year = {2020},
journal = {Facing the unknown future},
pages = {195--208},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {ethics education; multidimensional ethical competence; substantive and procedural knowledge; religious education; alternative facts; etikundervisning; multidimensionell etisk kompetens; substantiv och proceduriell kunskap; religionsundervisning; alternativa fakta},
abstract = {What role can education actually play in preparing children and youth for the future? And, in relation to such a question, how can RE as a school subject contribute with its teaching and learning about religions and worldviews and through studies of ethics? In this chapter we address these questions from the special point of view of ethics education, understood as an integral part of an RE subject. We address future ethics education through the identification of three contemporary challenges. Additionally, findings from empirical studies carried out in the EthiCo project are analysed through the two concepts substantive and procedural knowledge. An ethical competence, we conclude, presupposes both procedural and substantive knowledge. This as an ethical analysis lacking substantive knowledge can never be strong and trustworthy. And, an ethics education for today and tomorrow must be multidimensional and address the central societal challenges of today without neglecting the call from everyday life relations and interdependence. We conclude by noting that on a general level education, RE included, is an enlightenment project, challenging ignorance, superstition and a sudden escape to alternative facts. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2015,
title = {Religionskunskap som humanistiskt ämne i den svenska skolan},
author = {Svensson, Jonas},
year = {2015},
journal = {Religionsdidaktiska studier},
pages = {19--36},
language = {swe},
publisher = {Växjö/Kalmar : Linnaeus University Press},
keywords = {pedagogik och utbildningsvetenskap; pedagogics and educational sciences; study of religions}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2000,
title = {Religious Education in Great Britain, Sweden and Russia: Presentations, Problem Inventories and Commentaries},
year = {2000},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {religious education; non-confessional religious education; great britain; sweden; russia; tepus tacisd; humanities and religion; humaniora och religionsvetenskap},
abstract = {The Alexander I. Herzen State Pedagogical University of Russia, St. Ptersburg, was asked by the Russian Ministry of Education to prepare for a non-confessional religious education within Russian post-perestroika schools, and its scholars asked colleagues from University of Wales, Lampeter, and Linköpings universitet for assistance. Within the Tempus Tacis Pre-JEP project PETER (Promoting and Establishing a Teacher Education programme on non-confessional Religious studies) they 1995/96 gave their contributions the form of PPIs (Presentations and Problem Inventories) in which they not only described non-confessional religious education in Britain and Sweden but also clarified those problems this education is supposed to solve and the historico-cultural background of these problems. In relation to these PPIs the Russian contributors described those problems in the contemporary Russian situation which a new Russian non-confessional re-ligious education should address.The main contributors to the PPIs are Dr William K Kay, Dr Edgar Almén, and Dr Vladislav Arzhanoukhin. These PPIs are commented by Professor Ninian Smart, then at University of California, Santa Barbara, and by Professor Berit Askling, then at Linköpings universitet. Mutual comments between the PPI-groups complete this book.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_2000,
title = {Filosofi och pedagogik},
author = {Bengtsson, Jan},
year = {2000},
language = {swe},
publisher = {Helsingfors universitet, Pedagogiska fakulteten},
keywords = {filosofisk pedagogik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2024,
title = {Claes Gejrot (red.), Sverige 1523. Riksarkivets årsbok (Stockholm 2023)},
author = {Evertsson, Jakob},
year = {2024},
journal = {Kyrkohistorisk årsskrift},
number = {24},
pages = {215--217},
language = {swe},
keywords = {education; kyrkohistoria},
issn = {0085-2619}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2024_1,
title = {Lärdomens katedral: En studie av relationen mellan lärdomsskola och kyrka i Strängnäs från medeltid till yngre vasatid},
author = {Evertsson, Jakob},
year = {2024},
journal = {Lärande och kyrka},
pages = {81},
language = {swe},
publisher = {Umeå : Umeå University},
keywords = {kyrkohistoria},
abstract = {I föreliggande antologi behandlas temat Lärande och kyrka utifrån olika infallsvinklar och med olika metoder. Varje artikel utgör ett självständigt bidrag. Kim Groop medverkar med artikeln: "En helgedom i vetenskapens hägn: Universitetskyrkan i Leipzig från invigning till förstörelse" som behandlar relationen mellan universitet och kyrka med utgångspunkt i universitetskyrkan i Leipzig. Marie Rosenius artikel "Kristendomskunskapen som försvann: Varför saknas ett systematiskt och nationellt samordnat program för dopundervisning i Svenska kyrkan?" utforskar möjliga bidragande faktorer som kan ge svar på denna fråga. Jakob Evertssons artikel "Lärdomens katedral: en studie av relationen mellan lärdomsskola och kyrka i Strängnäs från medeltid till yngre vasatid" behandlar specifikt tre perioder: Den medeltida katedralskolan, reformationstidens lärdomsskola och 1600-talets gymnasium. Antologin utgör volym 4 i skriftserien Studia Theologica Practica Umensia.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schwielerelias_2015,
title = {Meditative Thought and Gelassenheit in Heidegger’s Thought of the "Turn": Releasing Ourselves to the Original Event of Learning},
author = {Schwieler, Elias and Magrini, James M.},
year = {2015},
journal = {Analysis and Metaphysics},
number = {14},
pages = {7--37},
language = {eng},
keywords = {heidegger’s “turn”; gelassenheit; education; technology; post-philosophy},
abstract = {ABSTRACT. In this speculative and theoretical analysis, we adopt a phenomenological-hermeneutic method of research grounded in “textual analysis,” the findings of which propose an alternative mode of “meditative” inquiry related to a renewed relationship to Being and its unfolding that outstrips the technical-scientific research and “calculative” thinking regimes that govern education on all levels today. We conclude that this re-conceived view of learning has crucial implications for understanding the human being in terms that are other than behavioral subject, neural-cognitive processing unit, or “technological” resource for manipulation and exploitation. Reading Heidegger’s later works, our research introduces the various uses and meanings of Ge-stell as found in “The Question Concerning Technology” and “The Origin of the Work of Art.” We indicate how the former use of Ge-stell relates to contemporary standardized education (Social Efficiency) and then move to consider what Heidegger says about “reflective” thought in “The Age of the World Picture,” which underpins our interpretation of the ideas in Basic Concepts and Discourse on Thinking as related to “meditative” thinking and Dasein’s relationship to Being as educative event, or Dasein’s “conversion through conversation.” Authentic education, we suggest, instantiates an originary form of inquiry that finds its home – ground and foundation (Grund und Boden) – in the nature of Being, in the counter-striving phenomenon of concealement and unconcealment, which calls for our releasement (Gelassenheit) and openness to the mystery (Offenheit für das Geheimnis) inherent in all things.},
issn = {1584-8574}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonanders_2006,
title = {Retorikens didaktik : Progymnasmata som förening av praktik och teori},
author = {Eriksson, Anders},
year = {2006},
journal = {Rhetorica Scandinavica},
number = {38},
pages = {27--42},
language = {swe},
publisher = {: Retorikförlaget},
issn = {1397-0534}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2018,
title = {The Position of (S-)EXistential Questions in Religious Education in School and in Teacher Education in Sweden},
author = {Liljefors Persson, Bodil},
year = {2018},
journal = {Challenging Life},
pages = {329--346},
language = {eng},
publisher = {: Waxmann Verlag GmbH},
keywords = {religious education; sexuality and relations education; existential questions; life questions; compulsory school; upper secondary school; teacher education; syllabuse},
abstract = {Detta kapitel fokuserar på existentiella frågor inom religionsundervisning i Sverige och har särskilt fokus på sex- och samlevnadsundervisningens ställning. Artikeln undersöker hur väl lärarstudenter är förberedda för att undervisa i ämnet. Är sex- och samlevnadsundervisning del i deras lärarutbildning som staten rekommenderar? Om så är fallet, vad är det centrala innehållet? Ett av artikelns huvudresultat grundas på en forskningsrapport genomförd 2016 som kartlade förekomsten av kunskapsområdet sex och samlevnad i olika kursplaner i olika lärarutbildningsprogram på olika lärosäten i Sverige. Sex och samlevnadsundervisning förekommer i kursplaner men kunde ha större utrymme i den undervisning som bedrivs.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mnssonniclas_2006,
title = {Två berättelser om moralens ursprung},
author = {Månsson, Niclas},
year = {2006},
journal = {Finsk tidskrift},
volume = {1},
pages = {33--46},
language = {swe},
publisher = {: Föreningen Granskaren},
issn = {0015-248X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_augustssondennis_2023,
title = {Videoproduktion i undervisningen},
author = {Augustsson, Dennis},
year = {2023},
journal = {Religion och samhällsförändring},
pages = {147--162},
language = {swe},
publisher = {Stockholm : Liber},
keywords = {filmproduktion; media; litteracitet; utbildning},
abstract = {Digitaliseringen av skolan och nya krav på mediekunskap, kreativitet, entreprenörskap, samarbete och problembaserad undervisning skapar utmaningar kring hur lärande och undervisning ska organiseras och genomföras. Den didaktiska utmaningen för religionslärare ligger inte bara i att ha kunskap och insikt om olika mediers betydelser, utan även om hur designen av lärande för elever ger utrymme för skapande och problematiserande av medietexter och deras innehåll. Men dessa utmaningar erbjuder också möjligheter att bedriva en religionsundervisning där eleverna utgår från och undersöker religiösa fenomen och livsåskådningsfrågor i verkligheten utanför klassrummet. Detta kan stimulera ett lärande som väcker viktiga frågor och utmanar förenklade och stereotypa perspektiv.I det här kapitlet vill jag lyfta att videoproduktion som etnografisk metod för elever i religionskunskap stämmer väl överens med religionsdidaktiska perspektiv och ämnets centrala innehåll. Med utgångspunkt från mitt eget avhandlingsarbete presenteras även en modell som kan synliggöra utmaningar och kompetensutvecklingsbehov för både lärare och elever.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brtenoddrunmh_2015,
title = {Research on Religious Education in Nordic Countries: Introduction to Nordidactica 2015:2},
author = {Bråten, Oddrun M.H.},
year = {2015},
journal = {Nordidactica},
volume = {2015},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {nordic re research; comparative perspectives; greenland; denmark; norway; iceland; finland; religious studies and theology},
abstract = {This issue of the journal Nordidactica focuses on research in the field of religious education (RE). In Oddrun M. H. Bråten’s article, a methodology for comparative studies is presented and a comparative analysis conducted, centering on the use of the concepts of ‘learning about and from’ in Religious Education in England and Norway. In Jonathan Doney’s article we can read about the impact of the Ecumenical movement on the history of RE in England. Elisabet Haakedal discusses and compares two action research projects. Martin Ubani and a team of Finnish researchers present findings from research on RE teacher students. Gunnar J. Gunnarson and colleagues present findings from a study of Icelandic youths in a plural society, where they use theory of friendship and fear. Kathrine Kjærgaard provides us with insights into Greenlandic RE. In Mette Buchardt’s article, we can read about the role of Cultural Protestantism in developments in RE in Denmark, Sweden and Norway. Together these articles give a glimpse into the rich area of RE research today. In this introduction, I present the articles before offering some perspectives on the texts, promoting a more general discussion using my methodology as an analytical device.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2013,
title = {Existentiella frågor i religionsundervisning för ett hållbart samhälle},
author = {Liljefors Persson, Bodil},
year = {2013},
journal = {Medborgerlig bildning},
pages = {125--144},
language = {swe},
publisher = {: Studentlitteratur AB},
keywords = {religionsdidaktik; religionskunskapsundervisning; existentiella frågor; livsfrågor; tema abrahams barn; inkluderande undervisning; hållbart samhälle; studenters lärande},
abstract = {I kapitlet Existentiella frågor i religionsundervisning för ett hållbart samhälle, skriver Bodil Liljefors Persson om vad som kan kopplas till medborgerlig bildning utifrån de samhällsorienterande ämnena och särskilt fokuseras religionskunskapsundervisningen. Kapitlet är indelat i tre delar där den första delen lyfter upp vad som är centralt innehåll i kursplanerna för de fyra samhällsorienterande ämnena. I den andra delen av kapitlet presenteras en historisk översikt över hur religionskunskapsämnet har utvecklats samt dess relation till religionsvetenskap och lärarutbildning. Här ges också två exempel på teman inom ramen för ämnet religionskunskap: livsfrågor/existentiella frågor och Abrahams barn som undervisningstema. Kapitlet avslutas med att Liljefors Persson lyfter upp centrala tankar kring vad som efterfrågas av elever i undervisningen samt hur en ämnesteoretiskt och ämnesdidaktiskt medveten undervisning i religionskunskap kan utformas kopplad till medborgerlig bildning.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2017,
title = {Vägvisare: Program och praktik för undervisning om religioner och icke-religiösa livsåskådningar i interkulturell utbildning},
author = {Jackson, Robert},
year = {2017},
language = {swe},
publisher = {Council of Europe Publishing},
keywords = {interkulturell utbildning; religionsundervisning; religions- och livsåskådningsundervisning; lärarutbildning; östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {Skriften Vägvisare redogör, med pedagogisk-teoretisk förankring och en rad ämnesdidaktiska exempel, hur studiet av religioner och icke-religiösa livsåskådningar kan utgöra ett väsentligt bidrag till interkulturell utbildning i Europas skolor. I en rekommendation 2008 från Europarådets ministerkommitté om religioners och icke-religiösa livsåskådningars dimension av interkulturell utbildning beskrevs utbildningsformens art och mål. Vägvisare erbjuder ett stöd till beslutsfattare,skolor (lärare, skolledare, huvudmän) och lärarutbildare i hanteringen av frågeställningar som rekommendationen kan ge upphov till i olika länder och skolsammanhang. Med omfattande feedback från utbildningsmyndigheter, lärare och lärarutbildare i Europarådets medlemsländer ger Vägvisare konkreta råd, till exempel hur begrepp som används i utbildningsformen kan förklaras, hur kompetenser för undervisning och lärande kan utvecklas och vilka didaktiska metoder som går att tillämpa, hur en “fredad zon” för elevdialog kan skapas i klassrummet, hur elever kan stöttas i analysen av medierepresentationer av religioner, hur icke-religiösa livsåskådningar kan diskuteras jämsides med det religiösa perspektivet, hur människorättsfrågor kan behandlas i relation till religions- och trosuppfattningsfrågor, hur kontakter kan skapas mellan skolor och skolsystem med organisationer, samfund, föreningar och myndigheter i det omgivande samhället. Vägvisare är ingen läroplan eller policyförklaring. Syftet är att erbjuda beslutsfattare, skolor och lärarutbildare i Europarådets medlemsländer, liksom andra intressenter inom verksamhetsfältet, verktyg att arbeta med frågor som uppstår i tolkningen av Europarådets rekommendation om religioners och andra livsåskådningars dimension i interkulturell utbildning, för att möta enskilda länders behov. Vägvisare är frukten av en internationell expertgrupps arbete inom Europarådet i samarbete med Europeiska Wergelandcentret.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_groglopoadrin_2015,
title = {Rasismen kläs på nytt i en gammal toleransdräkt},
author = {Groglopo, Adrián and Sawyer, Lena S.},
year = {2015},
journal = {Feministiskt Perspektiv},
language = {swe},
keywords = {universitet; rasism; politik},
abstract = {Andra inlägget i debatten om rasismforskningens villkor är skrivet av Adrián Groglopo och Lena Sawyer, som ställer sig kritiska till regeringens och Göteborgs universitets ideologiska utgångspunkter. I synnerhet kritiserar de föreställningen om tolerans. De vill gärna se mer maktkritiska perspektiv.},
issn = {2002-1542}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2006,
title = {Vad är värdefull specialpedagogisk kunskap?},
author = {Mattsson, Matts},
year = {2006},
language = {swe},
publisher = {Lärarhögskolan i Stockholm. Institutionen för individ, omvärld och lärande. Stockholm},
keywords = {special education; praxis-related research; strategies for change; education; theory of science; vetenskapsteori; pedgogical work},
abstract = {What knowledge is of value in Special Education? That is the title of this evaluation report focusing on a teacher education programme at Stockholm Institute of Education. What kind of knowledge is of importance? What is relevant to the academy and what are the requirements formed by the field of professional practice? The concept of “inclusion” is important in the Stockholm programme. The practitioners do not generally use this concept. In the field of professional practice there is a focus on individual pupils. The differences between “academic” knowledge and “professional practice” knowledge is analysed with reference to Plato and Aristotle and their different epistemologies. Other references are Crozier and Friedberg, Foucault, Gustavsen, Habermas, Kemmis, Lewin, Polanyi, Schön and Zeichner and Noffke. The author argues that "the gap" between theory and practice should be recognized as a point of departure for changing praxis in special education. Nine strategies for changing praxis are outlined.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2021,
title = {Ethics education within religious and values education: studies in Sweden, Namibia, South Africa, California and Quebec},
author = {Sporre, Karin},
year = {2021},
journal = {New directions in religious and values education},
pages = {251--272},
language = {eng},
publisher = {: Peter Lang Publishing Group},
keywords = {ethical competence; curricula; ethics education; comparison; five contexts; etisk kompetens; kursplaner; etikundervisning; fem kontexter; grundskola},
abstract = {'What may be learned in the subject of ethics in a compulsory school?' is a crucial question to pose. This chapter reports on a study of curricula (the national, regional, or provincial governing documents for school as issued by ministries of education or their equivalents) from five different contexts, namely Sweden, Namibia, South Africa, California State, USA and the Province of Quebec, Canada. At the centre of the content analysis undertaken in this study is the ethical competence that is expressed in these curricular texts. The study demonstrates variations between the five contexts studied in regard to how ethics education is placed in the curriculum, how it relates to religious and values education and what kind of ethical competence is emphasized. Thus, it demonstrates different responses to the question of what may be learned in a school subject of ethics.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2010,
title = {Seeing Otherwise: Renegotiating Religion and Democracy as Questions for Education},
author = {Bergdahl, Lovisa},
year = {2010},
language = {eng},
publisher = {Department of Education, Stockholm University},
keywords = {religion; religious pluralism; subjectivity; difference; cosmopolitanism; cosmopolitan education; deliberative democracy; deliberative education; radical democracy; love; antagonism; freedom; heteronomy; dialogue; conflict; seeing; small gestures; education},
abstract = {Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity. The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them. To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundleo_2019,
title = {Kritiken är farlig: pedagogikens terapi mot indignationen},
author = {Berglund, Leo},
year = {2019},
journal = {Pfaller},
pages = {223--250},
language = {swe},
publisher = {Hägersten : Tankekraft}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_9,
title = {Barnet som etisk jämlike},
author = {Franck, Olof},
year = {2016},
journal = {Alfa. En tidning för lärare om svenska, SO-ämnen och språk},
volume = {3},
pages = {2016},
language = {swe},
issn = {2000-1959}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_6,
title = {Etik är mer än att resonera},
author = {Franck, Olof},
year = {2017},
journal = {Alfa. För lärare i svenska, språk och samhällsorienterande ämnen},
pages = {5},
language = {swe},
keywords = {resonemang om dilemman; kultur som källa för etisk reflektion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2015_10,
title = {Nyansera bilden av religiös tro},
author = {Franck, Olof},
year = {2015},
journal = {Alfa. En tidning för lärare om svenska, SO-ämnen och språk},
volume = {3},
pages = {3},
language = {swe},
keywords = {religion; fundamentalism; mångfald},
issn = {2000-1959}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_7,
title = {Varieties of Conceptions of Ethical Competence and the Search for Strategies for Assessment in Ethics Education: A Critical Analysis},
author = {Franck, Olof},
year = {2017},
journal = {In Franck, O. (ed): Assessment in Ethics Education - A Case of National Tests in Religious Education},
pages = {13--50},
language = {eng},
publisher = {Dordrecht : Springer}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_9,
title = {Värdegrunden som kanon: stöd eller börda?},
author = {Franck, Olof},
year = {2014},
journal = {Olof Franck (red): Motbok. Kritiska perspektiv på styrdokument, lärarutbildning och skola},
pages = {195--218},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2022,
title = {Kristendom som medborgarfostran: Striden om kristendomsundervisningens syfte och innehåll 1920-1969},
author = {Hellström, Emma},
year = {2022},
language = {swe},
publisher = {Aalborg Universitetsforlag}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2022_1,
title = {Svensk Läraretidning och nordisk kulturprotestantism.: Debatten om folkskolans kristendomsundervisning 1882-1919.},
author = {Hellström, Emma},
year = {2022},
language = {swe},
publisher = {Aalborg Universitetsforlag}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2008,
title = {Conclusions and Challenges: Examining praxis},
author = {Mattsson, Matts},
year = {2008},
journal = {Examining praxis},
pages = {209},
language = {eng},
publisher = {: Sense Publishers, Rotterdam/Taipei},
keywords = {education; theory of science; vetenskapsteori}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2008_1,
title = {Degree projects and praxis development},
author = {Mattsson, Matts},
year = {2008},
journal = {Examining praxis},
pages = {55--76},
language = {eng},
publisher = {: Sense Publishers, Rotterdam/Taipei},
keywords = {education; theory of science; vetenskapsteori},
abstract = {How could praxis-related research be evaluated? What aspects and criteria should be taken into account? Is praxis-related research in any way different from other, more conventional types of research? These questions will be discussed here, based on findings from a Research and Development project (R&D project) carried out in the local community of Upplands Väsby, just outside Stockholm. The aim was to improve the quality of student teachers´ degree projects by encouraging them to focus on professional practice knowledge. A parallel aim was to explore alternative and complementary ways of assessing students´ achievements. In this chapter, the Upplands Väsby project and the students´ achievements are analysed.One conclusion is that assessment should to a greater extent involve experienced teachers and school leaders. Attention should be paid, not only to students´ individual achievements, but also to qualities related to the interaction between the participants, involved and to the “practice architectures” that prefigure their projects. The quality of degree projects is discussed in terms of ‘inquiry culture’, ‘academic literacy’ and ‘pragmatic validity’. The findings are summarised in a frame of reference that might be of importance in evaluating praxis-related research.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2008_2,
title = {Praxis-related research: Serving two masters},
author = {Mattsson, Matts},
year = {2008},
journal = {Key Note at Action Research and Professional Practice Conference, 7 & 8 February 2008, organized by RIPPLE, the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Wagga Wagga, Australia},
language = {eng},
keywords = {communicative validity; pragmatic validity; inquiry culture; academic literacy; praxis development; education; theory of science; vetenskapsteori}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2014,
title = {On teaching religion: essays by Jonathan Z. Smith / edited by Christopher I. Lehrich, New York: Oxford University Press, 2013},
author = {Skeie, Geir},
year = {2014},
journal = {Norsk pedagogisk tidsskrift},
volume = {5},
number = {98},
pages = {385--386},
language = {nor},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science},
issn = {0029-2052}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2014,
title = {Feminist och katolik: Anna Lenah Elgström i nytryck},
author = {Bergdahl, Lovisa},
year = {2014},
journal = {Signum},
volume = {6},
pages = {19--22},
language = {swe},
publisher = {Uppsala},
keywords = {feminism; pacifism; katolicism; other research area; annat forskningsområde},
issn = {0347-0423}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2012,
title = {Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring},
author = {Bergdahl, Lovisa},
year = {2012},
journal = {Svenska Bildningstraditioner},
pages = {231--246},
language = {swe},
publisher = {: Daidalos},
keywords = {fogelklou; bildning; mystik; skola; utbildning; other research area; annat forskningsområde}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2020,
title = {Spinoza on ingenium and exemplarity: some consequences for educational theory},
author = {Dahlbeck, Johan},
year = {2020},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hagsandangelica_2017,
title = {Professional development: Guide on how to use a teaching philosophy exercise as a tool to increase self-awareness of your own role as a teacher and enhance your pedagogical approach.},
author = {Hagsand, Angelica},
year = {2017},
journal = {Society for the Teaching of Psychology (STP)'s 16th Annual Conference on Teaching (ACT). San Antonio, Texas, USA: 20-21 October},
language = {eng},
keywords = {teaching exercise; professional development; teaching quality},
abstract = {An excellent tool for professional development with respect to teaching and pedagogy is to use the guide with a teaching philosophy exercise found in the article by Beatty et al. (2009a) , and the present talk will provide a walk through the exercise. The aim of the exercise was to become self-aware of your own beliefs about teaching and understand some of the connections to traditional philosophies (e.g., idealism, realism, pragmatism, existentialism, and critical theory). The authors argues that our own philosophical beliefs about the world is very much translated to teaching (e.g., What is knowledge? What is evidence and science? Which sources should we trust? Should the teacher be the authority?). Beatty et al. (2009a) argues that teachers’ different philosophical views leads to different practices in the classroom with for example different emphasis on structure or flexibility during the lecturing hours as well as outlined in the course syllabus and in the assignments. In sum, the exercise took around 2-3 hours and the first step involved a guided imagery task where you were instructed to think back on a very effective versus ineffective teaching session. The second step was a card-sort exercise of 84 cards. On the front of each card was a conceptual term (e.g., “Maintaining high intellectual standards”, “Writing”, “Learning by doing”) and the task was to organize those into two piles, one pile which included cards which best represented your own teaching and one pile which included cards that did not represent your teaching. The third step was to organize the remaining cards into smaller piles with a common theme. The fourth step was to turn the cards over to see where the concepts originate philosophically, in order to help you consider the main traditions of your teaching craft. Fifth, writing a teaching statement based on the outcome of the teaching exercise enhances your self-awareness of your own pedagogy. Beatty, J. E., Leigh, J.S.A., Dean, K. L. (2009a). Finding our roots: An exercise for creating a personal teaching philosophy statement. Journal of Management Education, 33, 115-130.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonpeter_2021,
title = {Om utvaldheten [bloggpost]},
author = {Karlsson, Peter},
year = {2021},
language = {swe},
abstract = {Från inledningen: Mina reflektioner efter att sent om sider ha sett SVT:s dokumentär De utvalda barnen är att fenomenet Solviksskolan aktualiserar såväl en särskild som en generell problematik. Många av de missförhållanden som framkommer i filmerna är sådant som återfinns i alla skolor, inte minst om vi tar hänsyn till den tid när händelserna som skildras ägde rum, medan andra verkar mer specifika för den radikala uttolkning av Rudolf Steiners idéer som skolan praktiserade under 1980- och 90-talet och eventuellt fortfarande praktiserar. Debatten som följde efter dokumentären var som vanligt starkt affektivt laddad med kommentatorer som förfasades, dels över den djungelns lag som verkar ha rått på skolan, dels av viljan att bryta sig loss och skapa ett alternativ till den offentliga utbildningsinstitutionen.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_pautkinakristina_2025,
title = {Pedagogiska representationer av ondska: en intervjustudie och en barnboksstudie},
author = {Pautkina, Kristina},
year = {2025},
language = {swe},
publisher = {Södertörns högskola},
keywords = {evil; cruelty; suffering; preschool; representation; existential questions; hermeneutics; mollenhauer; alford; bettelheim; children’s literature; meaning making; ondska; grymhet; lidande; förskola; existentiella frågor; hermeneutik; barnlitteratur; meningsskapand; utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {Avhandlingen Pedagogiska representationer av ondska i förskolan: en intervjustudie och en barnboksstudie undersöker vilket utrymme och mening ondska, definierad som grymhet och lidande, kan ha i förskolans pedagogiska verksamhet. Avhandlingen består av två delstudier som båda förankras i en hermeneutisk kunskapssyn. Intervjustudien är förlagd till ett praktiskt och socialt sammanhang och bygger på kvalitativa intervjuer med förskolepedagoger. Deras berättelser om hur de föreställer sig ondska och hur de hanterar uttryck för grymhet och lidande i sin praktik analyseras genom Klaus Mollenhauers teori om pedagogisk presentation och representation. Barnboksstudien orienterar sig mot en symbolisk värld och individuellt meningsskapande. Analysen av hur ondska representeras i ett urval barnböcker görs med stöd i Fred C. Alfords existentiella teori om ondska och Bruno Bettelheims arbete om sagans betydelse för barns meningsskapande. Resultaten visar att de intervjuade pedagogerna undviker begreppet ondska och i stället omtolkar svåra erfarenheter i termer av trygghet, empati och värdegrund, med syftet att skapa distans och skydd för barnen. På så sätt anser de sig skydda barn från överväldigande erfarenheter samtidigt som de skapar ingångar till världen som baseras på trygghet, empati och gemenskap. De analyserade barnböckerna representerar däremot ondska genom symboler och narrativ – såsom en fientlig värld, moraliska gråzoner och döden – och öppnar därigenom för existentiella reflektioner och meningsskapande. Avhandlingen visar hur pedagogiska representationer av ondska till sin natur är indirekta och rör sig i spänningen mellan skydd och kunskapsförmedling. Den visar att begreppet ondska, trots att det ofta saknas i pedagogiska diskurser, kan fungera som en viktig ingång för att hjälpa barn skapa mening i möten med grymhet och lidande.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2024,
title = {Image Interpretation as a Democratic Act – It is Not the Images We Reveal in Interpretations but Ourselves},
author = {Persson, Beatrice},
year = {2024},
journal = {USSEA/InSEA, Responding to Cultural Crises: Action, Creativity, and Empowerment},
language = {eng},
keywords = {image interpretation; democratic act; situated knowledge; critical pedagogy},
abstract = {An interactive lecture discussing image interpretation as a democratic act from a perspective of critical and anti-oppressive pedagogy to gain knowledge on how we become aware of what we see. (P. Freire (1970, 1993) 2017 & K. Kumashiro, 2018). To be able to do this I am using the possibility of working with Swedish laws, in this case the Swedish Discrimination Act and the Convention on the Rights of the Child. The Convention on the Rights of the Child was adopted by the UN General Assembly in 1989, in Sweden it became a law in 2020. When we look at artworks, read a book, listen to music or watch a play at the theatre and so forth, our understanding and interpretation of what we have experienced depends on who we are and where in the world we live our lives, and/or where we previously have lived our lives, as well as our gender, age, ethnicity and education, and if we are rich or poor. In other words, the importance of situated and embodied knowledge. (D. Haraway, 1988) In short, it is our experiences throughout our lives that determine how we interpret and understand what we experience, which in our case is about what we see and experience through our eyes. This process has been described and defined by many throughout history. For instance, the art historian E.H. Gombrich describes this process in terms of “the beholders share” – “the contribution we make to any representation from the stock of images stored in our mind.” (E.H. Gombrich, (1982, 1986, 1994), 1999) However, in order to become aware of what I see, I also need to become aware of, and work through my own preconceptions and prejudices. This becomes possible when working with situated and embodied knowledge, reflected through critical pedagogy throughout the interpretation process. Freire, P. (1970, 1993) 2017) Pedagogy of the Oppressed, Penguin Random House Gombrich, E.H. ((1982, 1986, 1994), 1999) The Image & the Eye: Further studies in the psychology of pictorial representation, Phaidon Press, p. 145 Haraway, D. (1988) Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective, Feminist Studies, Vol. 14, No. 3, pp. 575-599 Kumashiro, K. (2002) Troubling Education: Queer Activism and Antioppressive Pedagogy, Routledge}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nyborgkaiarne_2017,
title = {Kvalitativ forskjellsbehandling i fremstillingen av buddhisme og kristendom i lærebøker for faget Religion og etikk},
author = {Nyborg, Kai Arne},
year = {2017},
journal = {Nordidactica},
volume = {2017},
pages = {1--22},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religion education; representation; buddhism; norway; religious studies and theology},
abstract = {Qualitative unequal treatment in the presentation of Buddhism and Christianity in textbooks for the subject Religion and ethics. This article examines how Religion Education1 textbooks in Norwegian upper secondary school administer and maintain the principle of qualitative equal treatment of religions by analyzing and comparing the presentation of Buddhism and Christianity. Using a discursive approach, this study shows that Buddhism is treated qualitatively different from Christianity in the textbooks for the subject Religion and ethics. The textbooks’ understanding of the national context, the status of the majority religion, and assumptions about religion and culture in general, influence the representation of Buddhism. As textbooks have authoritative status as knowledge base for learning about diverse religions (Andreassen, 2014), and function as an important tool for the evaluation and grading of students, this study can have important consequences for upper secondary school religion education in Norway.},
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hbrittonthrse_2019,
title = {Att möta det levda: Möjligheter och hinder för förståelse av levd religion i en studiebesöksorienterad religionskunskapsundervisning},
author = {H. Britton, Thérèse},
year = {2019},
language = {swe},
publisher = {Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet},
keywords = {lived religion; field visit; site visit; buddhist tradition; representation; inner diversity; self-reflection; interpretive approach; dialog theory; students’ understanding; teaching; educational development; religious education; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik},
abstract = {The general aim of this study is to develop knowledge about how field visit-oriented religious teaching can contribute to students’ understanding of lived religion, in terms of inner diversity, religious practice and experiential dimensions. Previous research about Religious education (RE) shows that the Swedish non-confessional school subject “Religion” mainly deals with history, dogmas and concepts. Few students are concerned with the subject-matter itself in RE. "Secular" students talk about religion as something old-fashioned that concerns "the others". On the other hand, students who identify themselves religiously do not recognize what is being taught in school about their own tradition, since they miss perspectives concerning religion as part of everyday life, i.e., lived religion. A growing interest in individuals’ lived religion has also been identified in the field of religious studies. These circumstances related to field of RE serve as motivational ground for the present doctoral thesis.This thesis investigates designed RE-teaching in lower secondary school (year nine). The teaching design draws on findings reported in the licentiate thesis (Britton 2014). Three theoretical approaches are used and integrated in a theoretical framework. The approaches applied to define and operationalize students’ understanding of lived religion are selected parts of Michail Bachtin's (1997) dialogue theory, Robert Jackson's (2002) interpretive approach of Religious education, and Meredith McGuire's (2008) religion sociology theories about lived religion.The empirical data were produced from selected parts of an enacted teaching design about Buddhism, including a field visit to a Tibetan-Buddhist congregation. The data consist of grade nine students' oral and written utterances from a lesson sequence, including lesson recordings, student journals, lesson exercises, assignments, group discussions and an examination. In addition, follow-up interviews were conducted with students, the teacher and the temple representative. Data were analysed using the integrated theoretical-analytical framework, in order to provide knowledge about what opportunities and obstacles in religious teaching that contribute to students’ understandings of lived religion.Three main results emerged. First, students' personal perspectives and values of religion in general, and of the religious tradition studied (Buddhism) in particular, are important parts of students' understanding of lived religion. From students’ responses, some perspectives that interfered with their understanding of lived (Buddhist) religion were identified: student understandings that touch upon the links between individual freedom and religion; the relation between belief and religious practice and experiences; and ‘Western Buddhism’ in relation to Buddhism outside the West. Second, three didactical tools were constructed, aiming to develop RE teaching to further facilitate students’ understanding of lived religion: individual perspective, a diversity model and self-reflection. Didactical questions about representation, safe space and self-reflexivity came up. Third, there is support for arguing that lived religion as a perspective in the Swedish school subject of religion can be a goal as well as means to create a more inclusive religious education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2025,
title = {Ghassan Kanafanis "Att återvända till Haifa": Skönlitteratur som en didaktisk resurs},
author = {Larsson, Göran},
year = {2025},
journal = {Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet. En vänbok till Kerstin von Brömssen, redigerad av Gatahun Abraham, Elin Almér, Karin Flensner, Osa Lundberg och Signild Risenfors},
pages = {149--158},
language = {swe},
publisher = {Trollhättan : Högskolan väst},
keywords = {ghassan kanafani; palestina; litteratur; exil}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_scheuerblaenka_2013,
title = {Bibelsyn och Livsåskådning (7,5 hp) : analys av en didaktisk situation},
author = {Scheuer, Blaženka},
year = {2013},
journal = {Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012},
language = {swe},
publisher = {: Lunds universitet, Humanistiska och teologiska fakulteterna}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonberit_2002,
title = {Arendtska samtal i en didaktisk kontext},
author = {Larsson, Berit},
year = {2002},
journal = {om samtal : en nordisk antologi},
pages = {33--54},
language = {swe},
keywords = {"hannah arendt" pedagogy}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssongunnar_2016,
title = {Psychoanalysis and the question of self: A dialogue with spiritual traditions},
author = {Karlsson, Gunnar},
year = {2016},
journal = {Journal of consciousness studies},
volume = {1},
number = {23},
pages = {179--195},
language = {eng},
keywords = {psychoanalysis; sense of self; psykoanalys; självuppfattning},
abstract = {From a psychoanalytic point of view it is. well established that an early development of a sense of self is crucial to a person's healthy development. At the same time, the psychoanalytic process can to a large extent be described as a deconstruction of narcissistic and illusionary apprehensions of oneself. With this as a background, I want to discuss the notion of self within a psychoanalytic perspective in relationship to the meaning of self and no-self within spiritual traditions. The most striking similarity between psychoanalytical and spiritual practice is identified as the (controlling) ego's surrender or letting go. The article ends with an attempt to characterize the self that is disclosed in the liberating experience of letting go.},
issn = {1355-8250}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kavehshamal_2011,
title = {Arendts storstädning av det politiska rummet},
author = {Kaveh, Shamal},
year = {2011},
journal = {Kons-ten att handla - konsten att tänka},
pages = {47--64},
language = {swe},
publisher = {Stockholm : AxlBooks},
keywords = {arendt; politisk filosofi; det politiska}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_markeva_2009,
title = {En lektion i häxcoaching},
author = {Mark, Eva},
year = {2009},
journal = {Handboken Coaching ed. Rapp Riccardi, M.},
language = {swe},
publisher = {Stockholm : Bonniers Business Publishing},
keywords = {ledarskap; genusperspektiv; ledarcoaching; bion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_markeva_2008,
title = {Konkurrens inom jämlikhet},
author = {Mark, Eva},
year = {2008},
journal = {Befria oss från mångkulturalism, red. Nejadmehr, R., Liedman, S-E., Moaven Doust, D.,},
pages = {78--98},
language = {swe},
publisher = {Jönköping : Natur och Kultur},
keywords = {jämlikhet; jämställdhet; diskriminering; intersektionalitet; implementering; identitet}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_markeva_2009_1,
title = {Livslångt lärande ur bildningsperspektiv som strategi för högskolan},
author = {Mark, Eva},
year = {2009},
language = {eng},
publisher = {University of Gothenburg},
keywords = {livslångt lärande; bildningsperspektiv; högkolans uppdrag; humanistisk människosyn; arbetsmarknad}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2013_2,
title = {Att 'bilda sig' och att 'bilda sig': Om religionslärarens frirum som medborgarbildare i det nya gymnasiet},
author = {Olson, Maria},
year = {2013},
journal = {Spänningsfyllda erfarenheter},
pages = {51--70},
language = {swe},
publisher = {Stockholm : Stockholms universitets förlag},
keywords = {ämnesdidaktik; skolämnen; skolan; religionskunskap; samhällskunskap; muséer; lärare; gymnasieskolan; medborgarbildning; frirum},
abstract = {I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2012,
title = {Religionsämnet, livsfrågorna och populärkulturen},
author = {Löfstedt, Malin},
year = {2012},
journal = {Religion och livsfrågor},
volume = {3},
pages = {3},
language = {swe},
publisher = {Malmö},
keywords = {curriculum studies}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonroddy_2008,
title = {Foucault – en introduktion},
author = {Nilsson, Roddy},
year = {2008},
language = {swe},
publisher = {Egalité, Malmö},
keywords = {foucault; makt; disciplin; diskurs; sexualitet; galenskap; kriminalitet; episteme; genealogi; theory of science; vetenskapsteori},
abstract = {Michel Foucault (1926–1984) var en av 1900-talets mest inflytelserika samhällsteoretiker. Hans tänkande kring galenskap, makt, diskurs, kriminalitet, sanning, disciplin, styrning och sexualitet och en rad andra områden är idag självklara referenspunkter inom högre undervisning och kulturdebatt. I detta arbete presenteras Foucaults tänkande i en översiktlig och sammanfattande form.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_buchardtmette_2017,
title = {Religious Education research in welfare state Denmark. A historical and institutional perspective on an epistemological discussion},
author = {Buchardt, Mette},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {49--65},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education research; epistemology of subject matter didactics; institutionalization; professionalization; academization; policy; religious studies and theology},
abstract = {The article deals with forms of knowledge and types of research interests in scholarly work on Religious Education at the primary and lower secondary levels in Denmark throughout the heyday of the welfare state from the 1960s and up until the 2000s, when the welfare state model not least with regard to education was in transition. The point of departure is the work and oeuvre of K.E. Bugge, for many years – and remaining until now – the last professor of Religious Education in Denmark, namely at the Royal Danish School of Education (Danmarks Lærerhøjskole) which reorganized as Danish University of Education in 2000. The article situates his doctoral dissertation "The school for life. Studies concerning the pedagogical ideas of N. F. S. Grundtvig" (1965) in its institutional context and compares the forms of knowledge it produced with three PhD dissertations defended during the 2000s and thus in a changed institutional field. Drawing on the conceptual understanding of the field of educational sciences deriving from Hofstetter and Schneuwly (2002), the article analyzes ways of doing research in and related to Religious Education and the scholarly disciplines involved. Focus will be on the relation between the academic disciplines studying religion and the educational sciences in their many disciplinary forms and on the relation between the field of sciences and the field of educational practice.},
issn = {2000-9879}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_ahlznrolf_2019,
title = {Rapport av den empiriska delen av projektet The Phenomenology of Suffering in Medicine: Explorations in the Baltic Sea Region vid Södertörns högskola},
author = {Ahlzén, Rolf},
year = {2019},
language = {swe},
publisher = {Södertörns högskola},
keywords = {history of medicine; medicinens historia; östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {Utgångspunkten för det treåriga projektet The Phenomenology of Suffering in Medicine: Explorations in the Baltic Sea Region är den centrala roll lidande intar i medicinsk praxis, och därmed också i den medicinska etiken. Den teoretiska grunden för projektet är den breda tradition inom humanistisk reflektion och forskning under 1900-talet som innefattar fenomenologi, hermeneutik och narrativitet.I projektets empiriska del har fem medicinska fakulteter runt Östersjön valts ut, delvis beroende på etablerade kontakter, delvis för att på dessa orter pågår intressant undervisning och forskning inom ovan beskrivna fält. Med hjälp av kontaktpersoner på respektive orter har sedan studiebesök genomförts, med informella samtal och formella intervjuer. Intervjuerna har analyserats för teman som belyser forskningsprojektets grundläggande fråga om hur fenomenet lidande uppmärksammas, tolkas och hanteras inom dels medicinsk undervisning och i någon mån även i forskning inom medicinsk humaniora på respektive orter.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bragesjfredrik_2009,
title = {Bilda eller samverka? en studie av bakgrunden till universitetens tredje uppgift},
author = {Bragesjö, Fredrik},
year = {2009},
language = {swe},
publisher = {University of Gothenburg},
keywords = {tredje uppgiften; bildning; samverkan},
abstract = {Denna rapport har skrivits inom forsknings-projektet ”Det förvetenskapligade samhällets demokrati” vid Institutionen för filosofi, lingvistik och vetenskapsteori, Göteborgs universitet. Projektet, som är förlagt till ämnet vetenskapsteori, finansieras av Veten-skapsrådet och påbörjades i januari 2008 och beräknas slutrapporteras 2011. Projektet handlar om det som i folkmun bru-kar kallas den tredje uppgiften som blev en ordinarie uppgift för universitet och hög-skolor, bredvid undervisning och forskning, i samband med den nya högskolelagen 1977. Två decennier senare ändrades lagen. Som helhet avser projektet, som det står i vår ansökan, att analysera konsekvenserna av den tredje uppgiftens formuleringar. Målet med den här rapporten är att besvara en mycket begränsad del av de övergripande forskningsfrågorna. Jag har under det första projektåret försökt att sätta mig in i hi-storien som ledde fram till att den tredje uppgiften inlemmades i högskolelagen. Ambi-tionen är helt och hållet deskriptiv, det vill säga att undersöka hur det hela gick till.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jgerskogannsofie_2022,
title = {Agens och existens i ämnesundervisningen: medborgarbildning i religionskunskap, psykologi och samhällskunskap},
author = {Jägerskog, Ann-Sofie and Halvarson Britton, Thérèse and Olson, Maria},
year = {2022},
journal = {Nordidactica},
volume = {4},
pages = {1--26},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {citizenship education; subject teaching; arendt; agency; existence; religious education; social studies; ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik; teaching and learning with specialisation in the social sciences education},
abstract = {The purpose of the article is twofold. Firstly, the ambition is to argue on a theoretical basis, with exemplification in three school subjects in Sweden - religious education, psychology and social studies, for a widening of the understanding of the citizenship education assignment of schools and subject teaching and the point in doing so. Secondly, the ambition is to show what this can mean specifically in relation to the subject teaching of these three school subjects in Swedish primary school and in upper secondary school. The starting point in the argumentation is taken from Hannah Arendt's thoughts on education, man and existence (2004, 1958/2013). The argument leads to the notion that the citizen-forming task of subject teaching not only needs to include agency dimensions - students' 'doing', their opportunities for action and readiness for action in society and in the world - but also existential dimensions - students' 'being in society and the world', their opportunities to grow as unique people in the meeting with subject teaching. As agency dimensions seem to be more elaborated in current subject didactic research than existential dimensions, the ambition in the article is to elaborate in an in-depth manner how existential dimensions can be depicted and the importance of them},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2020_1,
title = {Material: Filosofi, Estetik, Arkitektur: Festskrift till Sven-Olov Wallenstein},
year = {2020},
language = {swe},
publisher = {Södertörns högskola},
keywords = {philosophy subjects},
abstract = {Sedan tidigt åttiotal, när Sven-Olov Wallenstein slog ner i Stockholms intellektuella liv, har han vuxit till en kraftfull och mångförgrenad institution i sig, under sitt kärnfulla emblem: Walle. Med avstamp i filosofin och idéhistorien har han gripit in i den estetiska debatten som ingen annan under dessa gångna fyra decennier. Genom egna böcker och genom översättningar, genom tidskrifter, recensioner, katalogtexter, och inte minst genom sin undervisning runtom i Sverige och Norden har han på djupet påverkat diskussionen inom konst, arkitektur, men även inom litteratur, dans, musik och film. Som uttolkare och översättare av den klassiska tyska filosofin – Kant, Hegel, Husserl, Heidegger och Adorno – liksom av dess moderna franska arvtagare – Derrida, Foucault och Deleuze – har han på ett avgörande sätt bidragit till att återknyta det band mellan svensk och europeisk idékultur som den föregående generationens ofta historielösa omfamning av angloamerikansk analytisk filosofi hade klippt av.För att fira Walle har vi satt ihop en bok. Det har inte blivit en pliktbok, ingen sedvanlig samling lärda uppsatser som följer vänbokens konventioner. Istället för en festskrift, fick det bli en skriftfest, en bild- och uttrycks-fest, där skrivande och skapandet självt firas. Walle har arbetat hårdare än de flesta, men till sist var det alltid festen som var målet, releasen, partyt, skrattet och galenskapen. Vad vore en filosof som inte skrattar? Inte en Walle, inte den som förmår förvandla tunga resonemang till klara linjer, komplexa relationer till glad geometri, och mångfaldiga ord till färgstarka, träffande och koncentrerade bilder.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_munthechristian_2023,
title = {Karlstads universitet sviker både lärare och studenter},
author = {Munthe, Christian},
year = {2023},
journal = {Tidskriften Alba},
language = {swe},
keywords = {christian peterson; tobias hübinette; karlstads universitet; akademisk frihet; extremism. trakasserier},
abstract = {Karlstads universitet hantering av högerextrema trakasserier är ett brottsligt svek mot studenter och lärare. Den högerextrema aktivisten och agitatorn Christian Peterson har tagit som sin uppgift att skrämma alla de han uppfattar som politiska motståndare till tystnad. Under epitetet ”Förtalsombudsmannen” har han börjat stämma dem som offentligt kritiserar högerradikala och extrema profiler (däribland han själv) för förtal. Hittills utan framgång men förstås till besvär för alla som utsätts för detta missbruk av rättsväsendet. Peterson har en bakgrund som öppen nazist och är nu aktiv i en rad olika mediekanaler på extremhögerkanten och även vissa mindre extrema med direkta kopplingar till Sverigedemokraterna. En annan del av Petersons verksamhet är att “punktmarkera” den profilerade antirasistiska forskaren Tobias Hübinette vid Karlstads universitet, och på olika sätt försvåra eller förhindra dennes arbete med undervisning, forskning och samverkan (universitetets tre huvuduppgifter). Den senaste i raden av dessa aktioner är att skriva in sig på en onlinekurs som Hübinette ansvarar för i uttalat syfte att spela in föreläsningar och diskussioner för offentliggörande, hänga ut medstudenter med namn, med mera, för att sedan visa och kommentera detta material i offentliga mediekanaler. Allt detta har också skett, med resultatet att Hübinette blivit sjukskriven och minst häften av studenterna skrämts till att hoppa av kursen. Parallellt har universitetet straffat samtliga kvarblivande studenter med att omvandla kursen till en ren läskurs – dvs inga föreläsningar, seminarier eller diskussioner – allt för att kunna tillåta Peterson att fortsätta gå kursen.},
issn = {1403-5448}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_kasperowskidick_2011,
title = {Bilda och samverka: om införandet, implementering och förändringen av universitetens tredje uppgift 1977-1997},
author = {Kasperowski, Dick and Bragesjö, Fredrik},
year = {2011},
language = {swe},
publisher = {Institutionen för filosofi, lingvistik och vetenskapsteori},
keywords = {tredje uppgiften; universitetshistoria; samverkan; högskolelagen; populärvetenskap; forskningsrådsnämnden; bildning; forskningsinformationen; nyttjarinformation; kunskapsspridning},
abstract = {Denna rapport har skrivits inom forskningsprojektet ”Det förvetenskapligade samhällets demokrati” vid Institutionen för filosofi, lingvistik och veten¬skapsteori, Göteborgs universitet. Projektet, som är förlagt till ämnet veten¬skapsteori, finansieras av Vetenskapsrådet och påbörjades i januari 2008 och beräknas slutrapporteras 2013. Projektledare är Dick Kasperowski, som till¬sammans med Fredrik Bragesjö också utför forskningen. Projektet handlar om det som vanligtvis kallas den tredje uppgiften i hög¬skolelagen, och undersöker olika aspekter av lagstiftarens syn på universitetets relation till samhället samt hur olika institutioner och aktörer förhåller sig till den. Den tredje uppgiften, formulerad som en uppmaning att sprida forsk¬ningen till samhället, blev en ordinarie uppgift för universitet och högskolor, tillsammans med undervisning och forskning, i samband med den nya hög¬skolelagen 1977. Två decennier senare ändrades lagen, från att alltså ha talat om spridning av kunskap till att nu inkludera en lydelse som kan tyckas över¬skrida det tidigare spridningsuppdraget, nämligen att högskolor och univer¬sitet från och med 1997 också ska ”samverka” med samhället. Som helhet avser projektet att analysera konsekvenserna av den tredje upp¬giftens olika formuleringar, både vid etableringen samt revideringarna. Vidare undersöks vilka konsekvenser, i termer av skyldigheter och rättigheter, som de olika lagformuleringarna skapat för svenska universitet, institutioner och deras personal. Syftet med denna delrapport är att besvara en mycket begränsad aspekt av de övergripande forskningsfrågorna; i flera fall redovisas dessutom ytterligare frågor som väckts vid genomgången av det empiriska materialet och mer ten¬tativa diskussioner förs. Här redogörs översiktligt för dels diskussioner och argument i policydokument när lagen med spridningsformuleringen kom¬pletterades av samverkansuppdraget samt hur den tredje uppgiften hanterades i Forskningsrådsnämnden (FRN), en myndighet som skapades samma år som högskolelagen infördes med ett tydligt ansvar för forskningsinformation. Vi vill tacka professor emeritus i vetenskapsteori Aant Elzinga och doktoran¬den i vetenskapsteori Erik Joelsson för värdefulla kommentarer på rapporten. Vi är också skyldiga före detta huvudsekreteraren för FRN, Hans Landberg, samt Roger Svensson, vid Institutet för Näringslivsforskning men tidigare vid FRN, stort tack för att de tagit sig tid för intervjuer och frågor från oss under arbetets gång. Även om rapporten skrivits i nära samarbete vill vi påpeka att Bragesjö i hu¬vudsak står för författandet av kapitel 1 och Kasperowski för kapitel 2. Dick Kasperowski och Fredrik Bragesjö Göteborg, oktober 2011}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2024,
title = {Skräm inte bort unga forskare från akademin: Seminariet är en möjlighet för doktorander att testa sina idéers bärkraft. Samtidigt kan kritiken upplevas som ett hot. David Brax skriver om vikten av en sund seminariekultur.},
author = {Brax, David},
year = {2024},
journal = {Curie - samtal om forskningens villkor},
language = {swe},
abstract = {Seminariet är en möjlighet för doktorander att testa sina idéers bärkraft. Samtidigt kan kritiken upplevas som ett hot. David Brax skriver om vikten av en sund seminariekultur.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2018,
title = {Challenging Norms through Intersectional Perscetives, Artistic Exploration, and Norm-critical Pedagogy},
author = {Persson, Beatrice and Carlson, Anna},
year = {2018},
journal = {Art-Based Education: An Ethics and Politics of Relation},
pages = {149--164},
language = {eng},
publisher = {Gothenburg : HDK - Academy of Design and Crafts, University of Gothenburg},
keywords = {intersectionality; intercultural perspective; norm critical pedagogy; painful position; artistic exploration},
abstract = {This chapter originates from a university course at the Art Teacher program in Gothenburg, where we challenge norms through intersectional analyze and norm critical pedagogy in focusing on the processes where norms create and maintain hierarchical difference. For us this means that we challenge the students through proposing the question: what does it mean to be human today? Exposing them to contemporary art, postcolonial theory and interculturality in close encounter with the unknown. In workshops, artistic explorations, theoretical discussions and essay writing we force students to identify and analyze the connection between art and life. This is a conscious course of actions in trying to situate students in a painful position. A painful position is where the normal and safe begins to crack, when the protection of oneself becomes a hindrance, revealing one’s prejudices. In the painful position we are exposed to our self, forced to become aware of one’s actions of maintaining power structures and traditions. In order to convince students to come to rest in the painful position we try to create a climate for communication where different voices are allowed to speak and be heard, and various lived experiences can exist without judgement. This is a space for communication that is explorative, where contradictions are advocated, creating opportunities to rethink, evaluate and come to terms with strategies for negotiation.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2004,
title = {Feministisk etik och kunskap i skolan - en skiss},
author = {Sporre, Karin},
year = {2004},
journal = {Gemensamma värden?},
pages = {156--168},
language = {swe},
publisher = {Stockholm : Lärarhögskolan, Stockholm},
keywords = {mångfald; kunskapsteori; feministisk teori; pedgogical work}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_10,
title = {Att avförtrolla svenska värderingar},
author = {Franck, Olof},
year = {2016},
journal = {Tidningen Alfa},
volume = {6},
pages = {6},
language = {swe},
keywords = {svenska värderingar; universella värden},
issn = {2000-1959}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2010_1,
title = {Att gå på värdegrund},
author = {Franck, Olof},
year = {2010},
journal = {Pedagogiska magasinet},
volume = {1},
number = {2010},
pages = {27--31},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_8,
title = {Metaforik, etik och värdegrund. Recension av D. Kronlid (2017). Skolans värdegrund 2.0. Etik för en osäker tid. Stockholm: Natur och Kultur.},
author = {Franck, Olof},
year = {2017},
journal = {Religion och livsfrågor / Föreningen Lärare i Religionskunskp},
volume = {4},
pages = {14--15},
language = {swe},
keywords = {värdegrund ambivalent värdeundervisning etik},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2021,
title = {Befogenhetsprövning är ett spel för galleriet},
author = {Hansson, Per},
year = {2021},
journal = {Kyrkans tidning},
language = {swe},
publisher = {Stockholm : Verbum Forlag},
keywords = {church history; kyrkohistoria},
issn = {1651-405X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2009,
title = {Global climate ethics – what is at stake?},
author = {Kronlid, David O.},
year = {2009},
journal = {Climate Challenges - the Safety's off},
pages = {383--394},
language = {swe},
publisher = {Stockholm : FORMAS},
keywords = {climate change}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2013,
title = {Moving-and-Mooring in Uncertain Terrains: A Capabilities Approach to Climate Change Ethics},
author = {Kronlid, David O.},
year = {2013},
language = {eng},
keywords = {mobilities turn; holistic mobility; mooring; existential mobility; vulnerability; adaptation; meaning making; climate change ethics},
abstract = {The main purpose of this article is to introduce a discussion about ethics and mobility in a climate change context. This is accomplished through a con-ceptual analysis of holistic mobility as positive freedom drawing on both mobilities and capabilities research. The analysis interrelates both theoreti-cally and methodologically the fields of climate change ethics, the capabili-ties approach, and recent mobilities research to link social ethics issues to wellbeing in the context of climate change vulnerability and adaptation. The article relays capabilities research on mobility and builds on and de-velops the concept of holistic mobility drawing on the recent so-called mo-bilities turn in social science and the humanities. It is argued that the concept of holistic mobility as a capability, may fur-ther inform the significance of mobility as an analytical lens in climate change ethics. Holistic mobility is presented as an alternative concept to geographical and/or social mobility, which often underplay the existential dimension of mobility, mobility's mooring aspects as well as the interrela-tions between moving and mooring. Thus, the article concludes that it is important to highlight the simultaneousness of existential, geographical and social mobility and that "existential mobility" should be considered in cli-mate change ethics in order to get an informed notion of the moral challeng-es associated with the mobility-wellbeing-climate change nexus.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2022,
title = {Alla dessa dagar...},
author = {Magnússon, Gunnlaugur},
year = {2022},
language = {swe},
publisher = {Magasin Opulens}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2022_1,
title = {Att hitta ett lugn i ateismens ödslighet},
author = {Magnússon, Gunnlaugur},
year = {2022},
language = {swe},
publisher = {Magasin Opulens}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2023,
title = {Bréf úr sjálfskipaðri útlegð: Esseyjur og ljóð},
author = {Magnússon, Gunnlaugur},
year = {2023},
language = {ice},
publisher = {Sæmundur},
abstract = {Söknuðurinn hættir að vera óbærilegur, útlegðin gerir hann hversdagslegan, að munstri á veggfóðrinu, alltaf til staðar og bara truflandi suma daga. …Bréf úr sjálfskipaðri útlegð er safn esseya og ljóða um reynsluna af því að vera búsettur erlendis, langt fjarri heimahögum.Söknuðurinn hættir að vera óbærilegur, útlegðin gerir hann hversdagslegan, að munstri á veggfóðrinu, alltaf til staðar og bara truflandi suma daga.Bréf úr sjálfskipaðri útlegð er safn esseya og ljóða um reynsluna af því að vera búsettur erlendis, langt fjarri heimahögum. Í bókinni fjallar Gunnlaugur Magnússon á persónulegan hátt um þemu eins og heimþrá og söknuð, gleði og fögnuð, náttúruna og vatnið, lífið og dauðann.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2025,
title = {Elegi om min morfar},
author = {Magnússon, Gunnlaugur},
year = {2025},
language = {swe},
publisher = {Magasin Opulens}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2023_1,
title = {Haldið fast í jólahefðirnar},
author = {Magnússon, Gunnlaugur},
year = {2023},
language = {ice},
publisher = {Heimildin}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2024,
title = {Kattliv},
author = {Magnússon, Gunnlaugur},
year = {2024},
language = {swe},
publisher = {Magasin Opulens}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2024_1,
title = {Och kastanjen blommar... i katastrofernas epok.},
author = {Magnússon, Gunnlaugur},
year = {2024},
language = {swe},
publisher = {Magasin Opulens}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2024_2,
title = {Og kastaníutrén blómstra ...},
author = {Magnússon, Gunnlaugur},
year = {2024},
language = {ice},
publisher = {Heimildin}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnssongunnlaugur_2022_2,
title = {Tiden och vattnet},
author = {Magnússon, Gunnlaugur},
year = {2022},
language = {swe},
publisher = {Magasin Opulens}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordlundanna_2018,
title = {”Роман ’Отлученный’ и голос женщины”[”Bannlyst och den kvinnliga rösten”]},
author = {Nordlund, Anna},
year = {2018},
journal = {СЕКРЕТЫ МАСТЕРСТВА: Этика, религия, эстетика в творчестве Сельмы Лагерлёф[Konstnärskapets hemligheter. Etik, religion, estetik i Selma Lagerlöfs författarskap]},
pages = {47--61},
language = {rus},
publisher = {Moskva : Russian University of Humanities},
keywords = {literature}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2009_1,
title = {The Teacher’s Dilemma: Exploring the Border between Culture Relativism and Prejudice when Discussing Gender Issues in Islam},
author = {Visuri, Ingela},
year = {2009},
journal = {Your Heritage and Mine},
language = {eng},
publisher = {Uppsala : Swedish Science Press},
keywords = {religious education; multicultural classroom; islam; gender; cultural relativity},
abstract = {In this chapter, I discuss the challenges teachers face when teaching gender issues in Islam. I argue that in order to avoid falling into culture relativism, teachers need to use feminist voices from inside Islam in order to lift forth perspectives that are deemed relevant. This way the agenda is formulated within an Islamic context, rather than by Western (non-Muslim) academics.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2009,
title = {Att rensa i röran - om vikten av städning och argumentation i värdegrundsdiskussioner},
author = {Nykänen, Pia},
year = {2009},
journal = {Religionspedagogisk tidskrift},
number = {18},
pages = {16--16},
language = {swe},
keywords = {värdegrund; lpo 94}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007,
title = {Religionskunskap och Språket om Livet},
author = {Osbeck, Christina},
year = {2007},
journal = {Religion och livsfrågor, nr 3, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_fraibergsteven_2025,
title = {Changing What Counts: Shaping Knowledge Equitably and Inclusively through Peer Review and Editorial Practices},
author = {Fraiberg, Steven and Zawacki, Terry and Gustafsson, Magnus and Mullin, Joan},
year = {2025},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahlskogbjrkmaneva_2018,
title = {Barn och fred. En pilotstudie om förskolebarns förståelse av fred},
author = {Ahlskog-Björkman, Eva and Björkgren, Mårten},
year = {2018},
journal = {Nordidactica},
volume = {2018},
pages = {65--87},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {förståelse av fred; lärande för fred; ämnesövergripande; bildkonstens didaktik; religionsdidaktik; förskoleklass; kultur av fred; agenda 2030; subject-specific education; ämnesdidaktik},
abstract = {Enligt FN:s mål om hållbar utveckling (Agenda 2030) betonas bland annat främjandet av en kultur av fred och icke-våld. Utvecklingen i finländska styrdokument för förskolan visar däremot att temat fred har nedtonats. Denna studie vill genom ämnesdidaktisk samverkan mellan bildkonst och religion synliggöra 6-åringars förståelse av fred, deras sätt att samtala om och i teckningar gestalta ett liv i fred med varandra. Den kvalitativa temaanalysen visade att barn i denna pilotstudie förstår fred som tillstånd, fred som relationer, fred som förhandlingar och fred som möte och handling. Samtal kring barnens teckningar och de visuella konkretiseringarna stöder tolkningen. Pilotstudien har genom pedagogiska och ämnesdidaktiska perspektiv på lärande för fred uppmärksammat vikten av att barns lärandeprocesser om fred, icke-våld och globalt medborgaskap behöver beakta kravet på tid, rum, språk och struktur för interaktion, tolkning, fördjupning och handling.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2018,
title = {Könsskillnadens religionskunskapsundervisning},
author = {Bergdahl, Lovisa},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {253--274},
language = {swe},
publisher = {Lund : Studentlitteratur AB}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2024_1,
title = {«Hope labour» synes å ha fått fotfeste i akademisk arbeid},
author = {Brax, David},
year = {2024},
journal = {Khrono},
language = {nor},
abstract = {Hvis akademia drives av gratis arbeidskraft, må dette betraktes som en systemsvikt. Men hvilke insentiver har universitetene og staten for å motvirke «hope labour»?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_krnebrokatarina_2025,
title = {Elva lärare om undervisningens möjlighet att svar an elevers funderingar},
author = {Kärnebro, Katarina and Lilja, Annika and Osbeck, Christina},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {187--214},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2025,
title = {Några barn i helfigur},
author = {Lilja, Annika and Kärnebro, Katarina},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {57--76},
language = {swe},
publisher = {Stockholm : Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2006,
title = {Religionsdidaktik i en senmodern situation},
author = {Thalén, Peder},
year = {2006},
journal = {Nya mål?},
pages = {104--116},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {religionsdidaktik; religionspedagogik; faith and reason; tros- och livsåskådningsvetenskap}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2021,
title = {Raising our eyes from effects: The mechanistic rewards of integrating neuroimaging, behavioral measures and ethnographic methods in the study of an educational intervention},
author = {Matta, Corrado and Fälth, Linda and Wernholm, Marina and Andersson, Annika},
year = {2021},
journal = {Workshop: Mechanisms in the Sciences. Integrating Social and Biological Perspectives. September 27th and 28th, 2021},
language = {eng},
keywords = {integrative methodology; phonological awareness; event-related potentials; educational ethnography; randomized controlled trials; swedish didactics; svenska språket med didaktisk inriktning; education; practical philosophy},
abstract = {In this presentation, we describe an interdisciplinary research project in educational science from a philosophical point of view. The project aims to study the mechanisms behind an educational intervention (FonoMix) that is expected to positively affect phonological awareness in children during their first school year (at age 7 in Sweden). In this project, we propose to integrate neurophysiological measures – in the form of event-related potentials (ERP), behavioral measures – in the form of standardized tests, with ethnographic methods – in the form of classroom observations and interviews, in order to develop a theory of the mechanisms that connect FonoMix to its effect on phonological awareness.Phonological awareness (e.g., Torgesen, Wagner, and Rashotte 1994) is a theoretical term in linguistics and educational research used to describe a set of skills related to the capacity of identifying, distinguishing, and manipulating phonemes (examples of such skills are rhyming and alliteration) and is a robust predictor of reading development (e.g., Gathercole, Willis, and Baddeley 1991).FonoMix is a training program that utilizes a phonological, multi-sensory methodology for teaching reading by connecting visual, auditory, and kinaesthetic senses and by concretizing the relationship between phonemes and graphemes. Evidence suggests that FonoMix has a positive effect on phonological awareness (Fälth, Svensson, and Ström 2020). In our project, we attempt at explaining how, i.e., through which mechanisms, the program generates its effect. Our methodology consists of three parallel lines of investigation. The first consists of a study designed as a randomized controlled trial (RCT) based on a set of standardized tests, measuring the children’s phonological awareness and word decoding skills. The second consists of electrophysiological recordings of participating children to investigate the intervention’s effects on the neural processing of rhyming. Finally, the third line of investigation consists of an ethnographic study of the intervention as educational practice, using participant observation, interviews, and informal conversations with teachers and children. The novelty of our design is that we will integrate these results to develop a mechanistic theory of the intervention. In this presentation, we discuss the potential mechanistic rewards of our integrative project and focus on questions concerning how our integrative methodology can allow the development of a mechanistic theory of FonoMix, and what mechanisms we ultimately need. We argue that answering these questions requires a main preliminary assumption. This assumption rests on a shift from “mechanism of” to “mechanism for”. This means that appraising the relevance and completeness of a mechanistic model requires knowing how the model is going to be used. In our case, the goal of the mechanistic account is to support a recommendation for teachers. This entails the capacity of extrapolating the measured effect of the intervention over a set of classroom contexts with specific characteristics. From this point of view, we are able to discuss the rewards of our integrative approach. First, our project potentially improves on past effect size studies of FonoMix by accounting for how elements of classroom practice and event-related potential effects might modulate and/or mediate the effects measured using behavioral tests. This is an issue that has previously been widely discussed in the philosophy of evidence-based practice and policy (e.g., Grüne-Yanoff 2015; Marchionni and Reijula 2018). Specifying how certain factors modulate and/or mediate an intervention effect, allows extrapolating to further contexts. However,2 (3)we point out that this extrapolation requires knowledge of what class of confounders is specific for the relevant classroom context. This might be solved by some background theory, but in many cases the class of possible confounders is unknown. This clearly demonstrates the reward of using classroom ethnography. By putting the intervention into a concrete context, we might be able to observe which type of confounders emerge when the program is applied in a classroom. Hence, in this case, the mechanistic rewards of our project seem to be afforded by the integration of levels (the inclusion of a classroom context) and the integration of methods (using theory-building—in this case, ethnography, rather than theory-testing methods).The second related reward consists of the specification of the intervention variable. Effect-size studies conceive the intervention as an independent and ontologically coherent event. Classroom ethnography specifies the intervention variable as an array of practices mediated by relations and artifacts. This is important for supporting a recommendation for practitioners since different practitioners might apply the intervention differently. The final issue we discuss is the reward of adding electrophysiological measures. According to a widespread view, neuroscience provides mechanistic explanations(e.g., Zednik 2014). Therefore, there would seem to be a clear mechanistic reward in integrating ERP measures into our theory. However, we might ask what mechanism– that is, what network of entities and activities – an ERP effect reflects. It does not appear to track an entity (or set of entities), as it does not track a particular brain structure, but rather a pattern of electrophysiological activities. Therefore, the reward of including ERP recordings to the study is that of providing a thick description of the relationship between some of the entities involved in the effect of the intervention. In contrast with the first reward, we argue that this requires an integration of theories.ReferencesFälth, Linda, Elin Svensson, and Annika Ström. 2020. “Intensive Phonological Training with Articulation—An Intervention Study to Boost Pupils’ Word Decoding in Grade 1.” Journal of Cognitive Education and Psychology, October. https://doi.org/10.1891/JCEP-D-20-00015.Gathercole, Susan E., Catherine Willis, and Alan D. Baddeley. 1991.“Differentiating Phonological Memory and Awareness of Rhyme: Readingand Vocabulary Development in Children.” British Journal of Psychology82 (3): 387–406. https://doi.org/10.1111/j.2044-8295.1991.tb02407.x.Grüne-Yanoff, Till. 2015. “WHY BEHAVIOURAL POLICY NEEDS MECHANISTIC EVIDENCE.” Economics and Philosophy, November, 1–21. https://doi.org/10.1017/S0266267115000425.Marchionni, Caterina, and Samuli Reijula. 2018. “What Is Mechanistic Evidence, and Why Do We Need It for Evidence-Based Policy?” Studies in History and Philosophy of Science Part A, August. https://doi.org/10.1016/j.shpsa.2018.08.003.McIntyre, Laureen, Susan Protz, and Lynn McQuarrie. 2008. “Exploring the Potential of LiPS Instruction for Beginning Readers.” Developmental Disabilities Bulletin 36: 18–48.Torgesen, Joseph K., Richard K. Wagner, and Carol A. Rashotte. 1994.“Longitudinal Studies of Phonological Processing and Reading.” Journal of Learning Disabilities 27 (5): 276–86.https://doi.org/10.1177/002221949402700503.Zednik, Carlos. 2014. “Are Systems Neuroscience Explanations Mechanistic?” In Preprint Volume for Philosophy Science Association 24th Biennial Meeting. Chicago, IL. http://philsci-archive.pitt.edu/10859/.3 (3)}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2019_3,
title = {Religionskunskapsämnet i fokus: utmaningar och möjligheter, Jubileumsbok},
year = {2019},
language = {swe},
publisher = {Föreningen lärare i religionskunskap},
keywords = {religionskunskap; existentiella frågor; livsfrågor; religon; tro; traditioner; kursplaner},
abstract = {I denna jubileumsbok uppmärksammas religionskunskapsämnet på olika sätt för att fira Föreningen lärare i religionskunskap, FLR´s 50 års jubileum. Ett stort antal lärare, lärarutbildare och forskare har medverkat i denna jubileumsvolym. Här återfinns artiklar som behandlar skolämnets historia och arbete med styrdokument och kursplaner, liksom här finns artiklar som rör etik, existentiella frågor/ livsfrågor och tro och traditioner i olika religioner i världen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_2,
title = {Religion som värdeladdade berättelser: islamundervisning på muslimska friskolor},
author = {Berglund, Jenny},
year = {2007},
journal = {R & L : religion & livsfrågor},
volume = {3},
pages = {16--17},
language = {swe},
keywords = {religion; berättelser},
abstract = {Vilken funktion fyller berättelsen i islamundervisningen? Och vad kan den offentliga skolans religionsundervisning lära? Jenny Berglund, doktorand vid Uppsala universitet, beskriver i sin artikel hur hon i sin forskning bland annat fått syn på berättelsernas moraliska, underhållande, identitetsskapande och traditionsförklarande funktion.},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_foppdavid_2017,
title = {Universitetet och dramapedagogiken som humanistiska projekt: Utmaningar i tider av klimatkris samt post- och transhumanism},
author = {Fopp, David},
year = {2017},
language = {swe}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020_2,
title = {Delaktighet i praktiken: Gudstjänsten i centrum},
author = {Gustavsson, Caroline},
year = {2020},
language = {swe},
publisher = {Asarums pastorat}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018_3,
title = {Life Issues Among Young Adults: An Empirical and Methodological Example},
author = {Gustavsson, Caroline},
year = {2018},
journal = {Challenging Life},
pages = {211--226},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {life issues; existential questions; young adults; method},
abstract = {The paper presents an empirical and methodological example of how to interpret and understand central existential issues among young adults. The method is exemplified by a research study were young adults were interviewed with the primary aim to interpret how they describe and understand their lives. The main focus of the study was on their existential themes. It was also an aim to develop useful concepts that can help to understand individual meaning-making in a given social and cultural context. The research material consists of deep interviews with 21 young adults between 19 and 29 years of age.The paper argues that existential issues are often less reflected on a personal level and only indirectly appear in peoples life stories. Existential issues exemplify content in peoples meaning-making but at the same time they can be understood as drivers of the interpretation process.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2019_1,
title = {Svenska kyrkans huvudgudstjänst mellan tradition och förnyelse},
author = {Gustavsson, Caroline},
year = {2019},
journal = {Svensk kyrkotidning},
volume = {5},
pages = {144--147},
language = {swe},
keywords = {svenska kyrkan; delaktighet; gudstjänst},
abstract = {Syftet med artikeln är att lyfta frågan om gudstjänstutveckling i Svenska kyrkan kan uppfattas kräva dispens från kravet att inbjuda till huvudgudstjänst. Mot bakgrund av exempel från två församlingar: Helgeand och Katarina, undersöker jag hur de båda kan uppfattas ha förhållit sig till en önskan om att öka människors delaktighet, hur man, om alls, valt att förhålla sig till huvudgudstjänsten, hur man arbetat med barnens plats och hur kyrkoherdens roll och ansvar beskrivits. Resultatet av min analys gör det svårt att finna argument för att också i framtiden ge församlingar som vill arbeta för en ökad delaktighet, dispens från den ordning som annars förväntas gälla för den så kallade huvudgudstjänsten. Istället ser jag en stor poäng och ett värde i att åter och på nytt fundera över formen för den gudstjänst som alla församlingar, oberoende av geografiska och personella resurser och oberoende av den kontext där man arbetar, idag förväntas inbjuda till.},
issn = {0346-2153}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_1995,
title = {Uppfostran, undervisning, upplysning: linjer i svensk folkundervisning före folkskolan},
author = {Lindmark, Daniel},
year = {1995},
language = {swe},
publisher = {Institutionen för religionsvetenskap, Umeå universitet},
keywords = {history of literacy; ideology of education; history of concepts; popular education; moral instruction; reading culture; socialization; patriarchalism; enlightenment; process of civilization; folkundervisning-- sverige -- 1700-talet -- 1800-talet},
abstract = {The present dissertation discusses changes in Swedish popular education from the literacy campaign conducted at the end of the 17th century to the institution of universal elementary education in the middle of the 19th century. The onus is laid on the intense period of reform around 1770-1820, when popular enlightenment became an issue of political debate and both the content and organization of popular education was transformed. Furthermore, the present dissertation intends to follow up Swedish historical research on literacy as far as concerns both the extent and function of writing skills and the function and content of popular reading. The first part of the dissertation, on the development of writing skills, represents historical literacy research in its most straightforward form, while the subsequent four essays in the second volume draw inspiration from the history of ideas, linguistics, the history of literature, the history of mentalities and ecclesiastical history, within the framework of the new cultural history.The investigation of writing skills revealed a high level of writing skill among freeholders in the earliest commercialized regions, where parish schools starting in the early 19th century equipped the sons of the peasants with a practical and economically-useful writing competence, which also implied status and acted as a symbol for the nouveau-riche, self-confident peasant class. The empirical and methodical results of this investigation give rise to a critical discussion of international signature research, which has considered the semi-literate Swedish environment as unique. A widespread popular reading culture with selectively distributed writing skills appears to have been a more general West European pattern, wherein Swedish literacy simply represented a more pronounced variant.During the 18th century, popular reading of religious texts in the ABC reader, the catechism and the Book of Psalms increased in scope. According to the evidence of ecclesiastical examination lists, this was particularly the case with Luther's Haustafel, which disseminated patriarchal norms for relationships within the church, society and the individual household. Toward the end of the 18th century, the Haustafel was steadily replaced by an ethical education based on the idea of natural law, which was intended to create ethical citizens and thereby stabilize society. This change can be linked to social, pedagogical and ideological factors. A study of the term "enlightenment" reveals that a sacred and a profane tradition were united in Swedish popular enlightenment in an effort to imbue the peasantry with accurate concepts in such subjects as would produce both useful citizens and ethically improved individuals. An analysis of the religious exemplary stories which were disseminated by tract societies shows how popular revivalism from the 18th century was a feature of this project for emotional control and in dividual ethical responsibility.In the conclusion, the changes in popular education are related to a general transition from external control to the internalization of norms characteristic of the 18th century, and the results are discussed in the light of theories of the civilizing process where increased emotional control is linked with power and disciplining aspects, while individualization, on the other hand, is linked with the liberal evolutionary model.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_risenforssignhild_2011,
title = {Gymnasieungdomars livstolkande},
author = {Risenfors, Signhild},
year = {2011},
language = {swe},
publisher = {Acta Universitatis Gothoburgensis},
keywords = {livstolkande; religion; identifikation; mångkultur; gymnasieskola; diskursteori; etnografi; view of life; identification; multiculture; upper secondary; discourse theory; ethnography; pedagogics},
abstract = {This thesis describes and analyses views of life and religion, as a component of „view of life‟,among young people in a Swedish upper secondary school that in the words of the youngpeople themselves is „multicultural‟. The concept „view of life‟ is rooted in a Scandinavian research tradition, and is based on a stipulative definition provided by Jeffner (1973), which includes„view of world and man‟, „values and moral‟ and „attitudes towards life‟. Thedefinition is formulated in a society where secularization is an on-going debate. However, in that secularization is contested, religion has re-emerged in a society increasingly characterized by religious pluralism, but also privatization according to religion. Views of life and religion have become political as well as private issues and, in school, are discussed in relation to the „fundamental values‟ and the subject of „Religious Education‟. In such discussionsthe aim is to help students to form an own view of life, just as long as it is consistent with the normative standards of „fundamental values‟.The focus of this thesis is directed to young people‟s articulations. An ethnographic approach has been adopted and the data consists of field notes, letters and interviews (individually and in groups). The fieldwork has taken place in four graduating classes of a single school year. Using analytical concepts from discourse theory the focus of the analysis is on how the youngpeople articulate the three dimensions of „views of life‟, linguistically and physically through narratives, reflections and staging.The most prominent results of the thesis are that, as well as the positioning of religion, views of life are directed towards the self. Articulations about „being yourself‟ appear as a very open concept that can be filled with different content. In accordance with the notion of staging, the young people demonstrate andtest identity with the quest for „authenticity‟ being central. Through high expectations of the „good life‟, vulnerability is also noticed, especially in the anonymous letters.With regard to values and morals a consensus-perspective appears to a greater extent than specific values. Value questions and moral issues dominate in the public arena while ontological and existential questions dominate in the individual letters and interviews. Here the concept „view of life‟is brought into a field between the private and the public and is especially evident in the subject of Religious Education.Although religion is articulated in terms of tolerance and freedom of choice, these concepts are given connotations of a half-hearted attitude and a consensus perspective rather than interest and curiosity for the faith and religious life of „the Other‟.However, if a religious positioning becomes a political issue, the half-hearted setting is challenged. There is also a difference between those having acquired a religious literacy and those who have not.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2019_2,
title = {Medeltida böneliv: Längtan efter innerlighet i det senmedeltida Sverige och Finland},
author = {Aldrin, Viktor},
year = {2019},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {medeltid; böneliv; sverige; finland},
abstract = {Medeltida böneliv handlar om vanligt folks böner under en tid i Sverige, före den lutherska reformationen, då landet var del i den så kallade Kalmarunionen. Livet var inte enkelt att leva. Överallt hotade faror och döden var ständigt närvarande. De allra flesta bad till Gud, men vad man bad om har länge ansetts omöjligt att få kunskap om. Senare forskning har visat att det faktiskt går att veta något om medeltida böneliv.I den här boken får du veta hur bonden bad för sina barn, vad en bonde kan ha haft för tankar om Gud, samt hur en medeltida person använde hela sin kropp för att be. Vidare ges inblickar i hur tid och plats ansågs spela roll för om en bön blev besvarad, på vilket sätt Jungfru Maria och helgonen utgjorde ett himmelskt hov att förhandla med samt vilka pedagogiska och didaktiska knep som användes för att lära ett barn att be. Avslutningsvis berättas om hur man sörjde och använde bön som strategi för styrka, och några glimtar ur den verktygslåda som alla standardböner utgjorde. Boken tar även upp hur namn på helgon användes som skydd genom att ge barn helgons namn. Bönelivet hos dem som tillhörde bondebefolkningen på medeltiden var både välutvecklat och fyllt av nyanser.Viktor Aldrin (f. 1980) är docent i teologi med inriktning mot praktisk teologi/religionsdidaktik samt excellent lärare ETP. Han är universitetslektor i de samhällsorienterade ämnenas didaktik vid Högskolan i Borås och forskar om samspel mellan teologi och pedagogik. På Artos har han tidigare publicerat Skolavslutningar i kyrkan och spelet om religion i svensk skola (2018).}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2008_2,
title = {A Smorgasbord of Cognitive Science},
year = {2008},
language = {eng},
publisher = {Bokförlaget Nya Doxa},
keywords = {kognitiv psykologi kognitionsforskning},
abstract = {This book is intended as an introduction to the breadth of current research in cognitive science, with the research at Lund University Cognitive Science as our sample. The result is a smorgasbord for readers with some background in the neighbouring disciplines. Through the chapters we will follow some of the important cross-disciplinary issues in cognitive science. One is how the external world is represented, from cognitive maps in rats, to drawings made to enhance communication, or the organization of semantic knowledge. Another is to what extent such representations really are used: the world is often its own best model in areas from robotics to choice, and several chapters illustrate that even communication (despite its dependence on representations) is firmly situated in and constrained by its surroundings. In addition, many chapters emphasize the essentially dynamic relationship between mind and environment, in areas from development to interaction and learning. A third thread is how research concerning other animals= cognitive capacities, from pigeons to chimpanzees, has inspired research on human cognition, and how this comparative approach can be made to incorporate also non-animate fellow beings, such as robots and virtual characters. In sum, the book contains most of the areas we think are important in cognitive science today, and we hope that it will be of use for beginning researchers and advanced students in the area. Its production is part of the celebrations of Lund University Cognitive Science’s 20th anniversary. Our group hosts researchers with backgrounds in psychology, philosophy, computer science, linguistics, computational neuroscience, education, etc., and all of us have a multidisciplinary education. We encourage you to visit our web pages at www.lucs.lu.se to learn more about the activities of the group.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_agrellbeata_2013,
title = {Kritiskt tänkande på affärsföretaget},
author = {Agrell, Beata},
year = {2013},
journal = {Till vilken nytta? En bok om humanioras möjligheter. Red. Tomas Forser & Thomas Karlsohn. Göteborg: Daidalos 2013},
pages = {207--214},
language = {swe},
publisher = {Göteborg : Bokförlaget Daidalos},
keywords = {akademi; humaniora; kollegialitet; kritik; new management; vetenskaplig grund},
abstract = {Debattartikel om universitetets omvandling från vetenskaplig akademi med kollegial struktur till affärsföretag med new management struktur.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2017,
title = {Decolonising Intercultural Education : Colonial Differences, the Geopolitics of Knowledge, and Inter-Epistemic Dialogue},
author = {Aman, Robert},
year = {2017},
language = {eng},
publisher = {Routledge},
keywords = {interculturality; intercultural dialogue; indigenous knowledges; eu; inter-epistemic dialogue; decolonial theory; postcolonialism},
abstract = {At the centre of Decolonising Intercultural Education is a simple yet fundamental question: is it possible to learn from the Other? This book argues that many recent efforts to theorise interculturality restrict themselves to a variety of interpretations within a Western framework of knowledge, which does not necessarily account for the epistemological diversity of the world.The book suggests an alternative definition of interculturality, framed not in terms of cultural differences, but in terms of colonial difference. It brings analysis of the Latin American concept of interculturalidad into the picture and explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook, seeing interculturality as inter-epistemic rather than simply inter-cultural.Decolonising Intercultural Education will be of interest to educational practitioners, researchers and postgraduate students in in the areas of education, postcolonial studies, Latin American studies and social sciences.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonjmartin_2025,
title = {Den pietistiska pedagogiken och folkskollärarna: pedagogik som resurs eller hinder för läraryrkets professionalisering vid mitten av 1800-talet},
author = {Andersson, J. Martin},
year = {2025},
journal = {Utbildning och religion i historiska perspektiv},
pages = {38--58},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arketegsa_2022,
title = {Teorins frågande till praktiken: Reflektionen som en estetisk erfarenhet},
author = {Arketeg, Åsa},
year = {2022},
journal = {I rörelse},
pages = {213--235},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {estetisk erfarenhet; teori; praktik; reflektion; essäuppsats; vardagsestetik; varseblivning; främmandegöring}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_barkerdean_2013,
title = {Examining morality in physical education and youth sport from a social constructionist perspective},
author = {Barker, Dean and Barker-Ruchti, Natalie and Puehse, Uwe},
year = {2013},
journal = {Ethics in youth sport: Policy and pedagogical applications},
pages = {161--173},
language = {eng},
publisher = {Abingdon, Oxon : Routledge}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_3,
title = {Muslimskt baddräktsmode på Amman Waves},
author = {Berglund, Jenny},
year = {2007},
language = {swe},
publisher = {Islamologi.se},
keywords = {islam; simundervisning; skola; baddräkt; islamology; islamologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2009_3,
title = {Trofast tjänare eller oren demon?: Hundens mångtydiga plats inom islam},
author = {Berglund, Jenny},
year = {2009},
journal = {Hunden i kult och religion},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {hund; religion; kristendom; islam; djur; history of religion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2006_1,
title = {What takes place in the Quran class?: Quran lessons, a part of the Swedish educational system},
author = {Berglund, Jenny},
year = {2006},
journal = {Religion, Spirituality and Identity},
pages = {203--220},
language = {eng},
publisher = {Bern : Peter Lang},
keywords = {koranundervisning; islam; skola; utbildning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2020,
title = {Vi ska lära ut kritiskt tänkande: Universitetet ska lära ut kritiskt förhållningssätt},
author = {Berntson, Martin and Hägerland, Tobias},
year = {2020},
journal = {Dagen},
volume = {2020},
pages = {1},
language = {swe},
issn = {1652-5264}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2020_1,
title = {Ämnesområdet ”Kristendomens historia” och dess plats i Svenska kyrkans prästutbildning: En historisk undersökning},
author = {Berntson, Martin},
year = {2020},
journal = {Thomas Girmalm (red.), Teologisk utbildning},
number = {3},
pages = {23--62},
language = {swe},
issn = {2002-777X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bohlinhenrik_2011,
title = {Kan liberal education fungera i Sverige?},
author = {Bohlin, Henrik},
year = {2011},
journal = {Det goda lärandet},
pages = {81--97},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {liberal arts; liberal arts education; bildning; paideia; martha nussbaum; vassar college}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bohliningemar_2019,
title = {Skolforskningsinstitutets arbete med systematiska översikter},
author = {Bohlin, Ingemar},
year = {2019},
language = {swe},
publisher = {Skolforskningsinstitutet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bornemarkjonna_2011,
title = {Döden som skiljer oss åt – döden som binder oss samman},
author = {Bornemark, Jonna},
year = {2011},
journal = {Omtankar},
pages = {171--193},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025_4,
title = {Hur finansierar man banbrytande och risktagande forskning?},
author = {Brax, David},
year = {2025},
journal = {Universitetsläraren 16/6 2025},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_cananauiulian_2022,
title = {Critical thinking and ideological thinking},
author = {Cananau, Iulian},
year = {2022},
language = {eng},
abstract = {At least in the context of (higher) education pedagogy, critical and ideological thinking are regarded as irreconcilable opposites: one desideratum, the other anathema. In the aftermath of WWII, for example, the first official mention of critical thinking as a goal in Swedish education assigned it a crucial role in the making of independent democratic citizens capable of resisting propaganda (SOU 1948, p. 504). But the distinction between critical thinking and ideology is not so clear-cut. Opposing camps within critical thinking studies have accused each other of ideological blindness (Burbules & Berk 1999). Inasmuch as critical thinking as an educational goal has become a normative idea ritualistically iterated in educational policies and in curricular parlance, it can be said to perform the function of legitimizing and perpetuating a certain worldview in support of a larger and systematic body of normative ideas that we may call “ideology”. Finally, as Leo Berglund (following Luc Boltanski) argues in his recent PhD dissertation, the appropriation and operationalization of the potentially subversive critical dimension of critical thinking by the educational institution’s actors (researchers, educators) and within the educational institution for the purpose of strengthening its position and justifying its mission is fundamentally an ideological act (Berglund 2021, p. 50). Conversely, ideological thinking may not be so incompatible with democratic life if, following Clifford Geertz (1973), we conceive of ideologies as indispensable symbol-systems that provide blueprints for social and psychological processes and can therefore be considered prerequisites for our condition as political animals. It matters how we define critical and ideological thinking. For the former, I will use the taxonomy I presented in a recent article on critical thinking in the course objectives of English literary studies in Sweden. In that article, I identified four major models of critical thinking in higher education: as cognitive-argumentative skills, as cognitive-argumentative skills and psychosocial dispositions (these first two comprising the Critical Thinking Movement), as resistance to oppression through critical pedagogy, and as a crucial step toward critical acting and being, a direction known as criticality (Cananau 20021). Out of the many theories of ideology, I rely on Paul Ricoeur and Clifford Geertz’s approaches, which are particularly appealing for literary historians. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2017,
title = {Ethics – a missing theme (?) when student teachers and teacher educators construct the competent RE teacher},
author = {Carlsson, David},
year = {2017},
journal = {What may be learnt in ethics? Conference 11-13 December 2017},
pages = {6},
language = {eng},
keywords = {innovative learning; innovativt lärande},
abstract = {In my PhD-thesis, constructions of RE teacher knowledge are investigated based on observations of six RE supervision trialogues in teacher education (Carlsson, 2016). In this paper I am returning to the empirical material from the thesis, investigating it from an ethics perspective: What discourses about ethics are articulated in RE teacher education supervision trialogues? Preliminary findings show that few articulations can be identified when searching for the terms ethics, moral and values. The next step in the research process includes the main research question - an attempt to investigate the non-articulated: Is ethics a present theme when exploring other statements that can be understood as different conceptions of ethics in light of ethical theories? To be able to answer this research question, an expanded understanding of the content of ethics/ethical competence must be at hand. My inspiration comes from a few different, but from this perspective related, views on ethics. In the Swedish school system, ethics is a part of the RE subject were a “multicultural ethical competence” must be developed (Franck, 2014, p. 198). In relation to Franck, the conception of understanding different others might also be considered the affinity of (aspects of) the ethical theories of Nussbaum (1995), Bauman (1996) and Benhabib (1994). I will use this conceptualization when exploring the empirical material and in that way be able to analyze the construction of the competent RE teacher in terms of ethics and/or ethical competence as a possible present, or missing, theme in RE teacher education supervision trialogues.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2015_2,
title = {"Skills" as RE teacher knowledge in supervision conferences},
author = {Carlsson, David},
year = {2015},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssonleif_2016,
title = {Jag fattar ingenting: Möjliga svar på omöjliga bibelställen},
author = {Carlsson, Leif},
year = {2016},
language = {swe},
publisher = {Marcus förlag},
abstract = {Förlagets beskrivning:Böckernas bok. Den heliga Skrift. Guds Ord. Bibeln är världens mest lästa bok, full av fantastiska berättelser. Men det är också en snårig och svår samling texter, även för de mest hängivna. För varför är det okej att äta makrill men inte räkor? Hur överlever man egentligen tre dagar i en fisk? Och hur kommer det sig att dinosaurierna inte finns nämnda en enda gång?Leif Carlsson ger sig i kast med Bibelns allra mest omöjliga texter, de som till synes saknar svar. Med tillförsikt, skärpa och mod hittar han såväl rim och reson som möjliga svar för alla troende och tvivlare som någon gång velat utbrista – jag fattar ingenting! I bokens avslutande del finns studiefrågor för gruppsamtal och diskussion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_cederbergcarl_2016,
title = {Om pedagogens ansvar bortom förskolans läroplan},
author = {Cederberg, Carl},
year = {2016},
journal = {Inifrån och utifrån},
pages = {367--390},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dagmanandreas_2024,
title = {IMAGE-BASED AI TOOLS FOR DESIGN ENGINEERING: A WORKSHOP STUDY ON STUDENT PERCEPTIONS OF ETHICS AND USEFULNESS},
author = {Dagman, Andreas and de Fine Licht, Karl},
year = {2024},
journal = {Proceedings of the International CDIO Conference},
pages = {717--727},
language = {eng},
keywords = {ai-tools in education; industrial design engineering; standard: 6; 8; text-to-image generative methods; ethic in ai},
abstract = {AI tools have become increasingly popular and accessible in various domains, including industrial design engineering. However, there is a lack of empirical studies on how these tools affect the design process and outcomes, as well as the ethical implications of their use. In this paper, we present a research study that aims to explore how students at bachelor level in Industrial Design Engineering, particularly those without prior knowledge, perceive the usefulness of text-to-image generative tools. We also examine their main ethical considerations regarding the use of these types of tools, as well as AI tools in general. Our findings indicate a cautious but curious attitude towards AI technologies, underscoring the need for a nuanced approach in their integration into educational curricula. The apprehension towards adopting these tools reflects a broader concern about ethical implications, technological dependence, and the potential overshadowing of human creativity. However, the study also reveals an eagerness to understand and utilize these technologies, suggesting a latent potential for enhancing creative processes in design engineering. As our study shows, students are keenly aware of the challenges and opportunities presented by AI, highlighting the importance of clear guidelines and ethical frameworks. In conclusion, the integration of AI tools like text-to-image generative models in design engineering education presents both challenges and opportunities. The key to successfully navigating this integration lies in a balanced approach that emphasizes ethical usage, critical understanding, and creative collaboration. Through such an approach, we can prepare the next generation of designers to effectively and responsibly harness the potential of AI in their work, ensuring that human creativity remains at the forefront of design innovation.},
issn = {2002-1593}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_davagedavid_2021_1,
title = {Att undervisa i exegetik under pandemin: några praktiska reflektioner},
author = {Davage, David and Hägerland, Tobias and Scheuer, Blaženka and Viberg, Åke},
year = {2021},
journal = {Svensk Exegetisk Årsbok (SEÅ)},
number = {86},
pages = {73--82},
language = {swe},
publisher = {: Svenska exegetiska sällskapet},
issn = {1100-2298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2011,
title = {Postsekulära elever?},
author = {Deborg, David},
year = {2011},
journal = {Religion och livsfrågor},
volume = {3},
pages = {10--12},
language = {swe},
publisher = {: FLR},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_1,
title = {Diversity, lnclusion, Equity and the Threat to Academic Freedom},
year = {2022},
language = {eng},
publisher = {Imprint Academic},
abstract = {There can be no doubt that discrimination based on sex, race, ethnicity, religion or beliefs should not be tolerated in academia. Surprisingly, however, in recent years, policies of Diversity, Inclusion and Equity (DIE), officially introduced to counteract discrimination, have increasingly led to quite the opposite result: the exclusion of individuals who do not share a radical ‘woke’ ideology on identity politics (feminism, other gender activisms, critical race theory, etc.), and to the suppression of the academic freedom to discuss such dogmas. This subversion of academia — disguised Trojan-horse style as universal human rights advocacy — is unacceptable because academia must be politically neutral and protect freedom of speech, a cornerstone of professional scholarly activity without which universities as we know them will slowly but surely suffocate. The purpose of this book is to put together some particularly illustrative cases of such repression in a single volume, testifying to a ubiquitous trend within western culture, irreducible to a few isolated complaints. The essays contained here illustrate the abuse of power, censorship and witch-hunts at many universities and research centres in the name of DIE.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dodilletsusanne_2016_1,
title = {Kunskapssamhällets excellenssatsningar – Försök och tystnader i tysk och svensk utbildningsvetenskap},
author = {Dodillet, Susanne},
year = {2016},
journal = {Educare},
number = {3},
pages = {87--112},
language = {swe},
keywords = {elite; excellens initiative; critique; segregation; selection},
abstract = {Although different forms of excellence initiatives have become a part of the Swedish educational landscape, educational research on this trend is rare in Sweden. The present article examines this silence by contrasting it against edu- cational elite research from Germany. Departing from Michel Foucault's con- cept of critique I examine the knowledge and unspoken truths that these re- search fields are based on and identify some of their omissions. While excel- lence initiatives are conceptualized as forms of segregation in the Swedish ex- ample, the German example examines excellence as the result of selection processes. In both cases excellence initiatives are problematized as an effect of the so-called knowledge society, but in two different ways. The Swedish exam- ple criticizes a social climate in which knowledge has become a competitive factor, displacing the idea of A School for All. The German example questions whether knowledge really determines success in the ”knowledge-based” socie- ty and emphasizes meritocracy as a goal that remains to be fulfilled. The pur- pose of this article is not to highlight one of these examples as more appropri- ate as every presentation of a superior position would entail new categorical boundaries. The critique presented here is limited to revealing two ways of researching excellence initiatives.},
issn = {1653-1868}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_enelojanmagnus_2013,
title = {Folkbildning och hälsokapital},
author = {Enelo, Jan-Magnus and Jonsson, Bosse},
year = {2013},
journal = {Nyttan med folklig bildning},
pages = {234--248},
language = {swe},
publisher = {Lund : Nordic Academic Press},
keywords = {hälsa; välbefinnande; folkbildning; nordenfelt; bourdieu; kapital; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2016,
title = {Medikaliseringen av religion},
author = {Enstedt, Daniel},
year = {2016},
journal = {Religion och livsåskådning},
volume = {3},
pages = {12--14},
language = {swe},
issn = {0348-8918}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_2,
title = {Etiska perspektiv på polisarbete},
year = {2022},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {yrkesetik; polisarbete; polisarbete - etik och moral}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fredlundannapetronella_2011,
title = {Det rannsakade livet: Sokrates och bildningen},
author = {Fredlund, Anna Petronella},
year = {2011},
journal = {Våga veta!},
pages = {33--50},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_friskliselotte_2017,
title = {Att lägga rälsen medan man kör: En utvärdering av kunskapshusens arbete i fyra pilotkommuner - Örebro, Göteborg, Borlänge och Stockholm},
author = {Frisk, Liselotte and Axelson, Tomas and Hylén, Torsten and Stier, Jonas},
year = {2017},
language = {swe},
publisher = {Högskolan Dalarna},
keywords = {intercultural studies; interkulturella studier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_grelzastrid_2022,
title = {Aristoteles, Edith Stein och den estetiska framställningens roll i lärandet},
author = {Grelz, Astrid and Bornemark, Jonna},
year = {2022},
journal = {I rörelse},
pages = {19--33},
language = {swe},
publisher = {Huddinge : Södertörn Academic Studies}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gulzagneta_2008,
title = {Researching Virtual Environments and Virtual Characters},
author = {Gulz, Agneta},
year = {2008},
journal = {A Smorgasbord of Cognitive Science},
pages = {13--31},
language = {eng},
publisher = {: Bokförlaget Nya Doxa}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustafssonlundbergjohanna_2015,
title = {Dygdetiska perspektiv på konfliktlösning i skolan},
author = {Gustafsson Lundberg, Johanna},
year = {2015},
journal = {Sociala relationer, värdegrund och lärarprofessionalitet},
pages = {93--108},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustafssonlundbergjohanna_2016,
title = {Genus- och normkritiska perspektiv i religionsundervisningen},
author = {Gustafsson Lundberg, Johanna},
year = {2016},
journal = {Att undervisa om människosyner och gudsuppfattningar},
pages = {29--44},
language = {swe},
publisher = {Stockholm : Liber}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grdenforspeter_2018,
title = {Barn bör lära för att förstå},
author = {Gärdenfors, Peter},
year = {2018},
journal = {Modern barndom},
volume = {18},
number = {3},
pages = {10--10},
language = {swe},
publisher = {: Reggio Emilia institutet},
issn = {1400-0733}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_grdenforspeter_2008,
title = {Communication, cognition and technology.},
author = {Gärdenfors, Peter and Holsanova, Jana},
year = {2008},
journal = {A Smorgasbord of Cognitive Science},
pages = {231--247},
language = {eng},
publisher = {: Bokförlaget Nya Doxa}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_grdenforspeter_2014,
title = {Geometry of meaning : semantics based on conceptual spaces},
author = {Gärdenfors, Peter},
year = {2014},
language = {eng},
publisher = {MIT Press},
keywords = {kognition kognitionsforskning språkpsykologi semantik – psykologiska aspekter},
abstract = {In The Geometry of Meaning, Peter Gärdenfors proposes a theory of semantics that bridges cognitive science and linguistics and shows how theories of cognitive processes, in particular concept formation, can be exploited in a general semantic model. He argues that our minds organize the information involved in communicative acts in a format that can be modeled in geometric or topological terms—in what he terms conceptual spaces, extending the theory he presented in an earlier book by that name. Many semantic theories consider the meanings of words as relatively stable and independent of the communicative context. Gärdenfors focuses instead on how various forms of communication establish a system of meanings that becomes shared between interlocutors. He argues that these “meetings of mind” depend on the underlying geometric structures, and that these structures facilitate language learning. Turning to lexical semantics, Gärdenfors argues that a unified theory of word meaning can be developed by using conceptual spaces. He shows that the meaning of different word classes can be given a cognitive grounding, and offers semantic analyses of nouns, adjectives, verbs, and prepositions. He also presents models of how the meanings of words are composed to form new meanings and of the basic semantic role of sentences. Finally, he considers the future implications of his theory for robot semantics and the Semantic Web.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_haglundliza_2006,
title = {An Intentional Analysis of Children‘s Reasoningin Philosophy: Patterns Revealed},
author = {Haglund, Liza and Bagge, Charlotte},
year = {2006},
journal = {Encouraging philosophical thinking},
pages = {122--130},
language = {eng},
publisher = {Sankt Augustin : Academia Verlag}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_haglundliza_2001,
title = {Att tänka noga: en filosofibok},
author = {Haglund, Liza},
year = {2001},
language = {swe},
publisher = {Tiden},
keywords = {filosofi -- barn- och ungdomslitteratur}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_haglundliza_2002,
title = {Filosofi med barn: några reflektioner},
author = {Haglund, Liza},
year = {2002},
journal = {Barn},
volume = {2},
pages = {55--66},
language = {swe},
issn = {0800-1669}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_haglundliza_2009,
title = {Självklart! Inte?: En filosofibok},
author = {Haglund, Liza and Persson, Anders J.},
year = {2009},
language = {swe},
publisher = {Rabén & Sjögren},
keywords = {filosofi -- barn- och ungdomslitteratur}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hjertstrmlappalainenjonna_2014,
title = {Konsten att lära av erfarenheten},
author = {Hjertström Lappalainen, Jonna and Schwarz, Eva},
year = {2014},
journal = {Den reflekterade erfarenheten},
pages = {99--113},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hjertstrmlappalainenjonna_2011,
title = {Tänkandets gryning: praktisk kunskap, bildning och Dewyes syn på tänkandet},
author = {Hjertström Lappalainen, Jonna and Schwarz, Eva},
year = {2011},
journal = {Våga veta!},
pages = {97--116},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_joelssonerik_2017,
title = {Från utvald till utbildad - Persona i utredningar om svensk forskarutbildning 1945-2004: From Chosen to Educated: Persona in Swedish Government Official Reports Concerning Research Training 1945-2004},
author = {Joelsson, Erik},
year = {2017},
language = {swe},
publisher = {Institutionen för filosofi, lingvistik och vetenskapsteori, Göteborgs universitet},
keywords = {forskarutbildning historia; utredningar historia; doktorander historia; sverige; persona},
abstract = {The aim of this dissertation is to investigate how the doctoral student has been portrayed in government official reports concerning Swedish research training from 1945 to 2004. In this dissertation, the concept of scientific persona, mostly utilized for the analysis of successful individual figures in science, is applied to capture the opinions on the preconditions and organizational aspects of Swedish research training at the governmental policy level, which provides for a generalized figure to take shape – the persona(e) of the research student. The governmental committee system, with its extended history and considered to be a hallmark of the Swedish deliberative democracy, has produced seven reports on the Swedish doctoral program, which constitutes the empirical basis of the dissertation. In the analysis, the emergence of the Ph.D. student’s persona has been filtered through some constantly reappearing organizational aspects of the doctoral program found in the reports, namely, recruitment, study funding, study efficiency, supervision, and labor market. Several personae have emerged and disappeared through the time period studied. However, a more decisive shift was observed during the reform on doctoral education in 1969, which paved the way for a new professional persona, modeled after the laboratorial and clinical disciplines. This persona ensured not only the reproduction of researchers for the universities, but also provided for research-trained teachers in high schools, as well as the needs for scientifically trained staff for the increasingly expanding industry. The dissertation registers a major shift regarding the doctoral student in Swedish research education, from the perception of the research talented person – an individual who by and large had the inherent properties that were required and was appointed by the professor, to a persona that is created through education. A variety of figures, with increasingly heterogeneous traits, are now eligible to incarnate a persona through research training. Today, the official doctoral ideal is no longer a specimen, an individual, but a malleable collective, who is accompanied by research education through a series of decrees and regulations in the form of study plans, contracts, secured funding, etc. Whether there are several personae, or rather aspects thereof, still remains debatable.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonbcklundcamilla_2024,
title = {BOKEN},
author = {Johansson Bäcklund, Camilla},
year = {2024},
journal = {Göteborg, Galleri 54, 20240927-20240929},
language = {swe},
abstract = {Omkring vår tideräknings början uppfanns kodexen – den inbundna boken – och spred sig som en löpeld, inte minst via den då pinfärska bibeln. Idag, tvåtusen år senare, är boken förvånansvärt oförändrad, och nya tekniska landvinningar (Macbook, Kindle) kan inte undgå att relatera till dess namn och funktion. Med anledning av bokmässan i Göteborg visar denna utställning på bokens roll i fyra samtida konstnärskap. Camilla Johansson Bäcklund närmar sig bokformatet från två håll: å ena sidan den akademiska avhandlingens uppstramade format, å andra sidan pappersperformances där rörelse och asymmetri ges plats. Hon visar här ett flertal snarlika böcker som alla bär titeln Krökningar och som innehåller fragment från hennes avhandlingsprocess; tillsammans utgör de ett veckelverk. Karl Larsson deltar med sitt projekt PUUT (Publicering & utlåning), ett nomadiskt bibliotek bestående av böcker skapade av Larsson själv, ibland i samarbete med andra konstnärer. Under utställningen kan du skaffa lånekort, låna en PUUT-bok och delta i det utbyte som uppstår kring människa och bok. Nina Nilssons bok Flyende ögonblick – bilder & texter om jazz samlar frysta ögonblick från jazzkonserter på olika scener i Göteborg. Genom bokformen, med dess linjära ordnande och bläddrande, ges bilderna åter något av tidslighetens dimension. På utställningen visas även ett antal av originalteckningarna från boken. Siri Landgrens VEM DÄR är ett textverk där lösryckta meningar frågar efter ett frånvarande jag. Verket tar sig flera olika skepnader; tidigare har det publicerats i tidskriften Pralin magasin och framförts som performance. På Galleri 54 visas VEM DÄR som diabildspel och släpps också som en alldeles ny handgjord bok.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonbcklundcamilla_2023,
title = {Det explicita/The Explicit},
author = {Johansson Bäcklund, Camilla},
year = {2023},
journal = {13festivalen, Konstepidemin 20230105-20230107},
language = {swe},
abstract = {Det explicita (30 min) Camilla Johansson Bäcklund Saturday 19.00 Galleriet m.r. En undersökning, en förveckling. En del av en studie om kunskapande handlingar. Om de barocka vecken, tidens veck, den veckade hjärnan, vecket som märket efter omsorg, våld eller en kunskapande process, vecket som spår av vetande, som en oåterkallelig stukning, som ett minne, som en erfarenhet.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonbcklundcamilla_2024_1,
title = {Det implicita/The Implicit},
author = {Johansson Bäcklund, Camilla},
year = {2024},
journal = {Lund, Skissernas Museum, 20240907-20240908},
language = {swe},
keywords = {performance vecket konst filosofi},
abstract = {Ett tvådagars performanceverk vilket är en iteration av Camilla Johansson Bäcklunds pågående avhandling som går under arbetsnamnet Vetandets veckelverk. I avhandlingen följer hon universitetsstudenters utforskande skissarbeten med ett särskilt intresse för hur materialiteter och rumsligheter kan ses som medskapare i processen. Tillsammans med kunskapsfilosofiska resonemang av bland andra Karen Barad, Gilles Deleuze och Èdouard Glissant närmar hon sig de pedagogiska sammanhangen och de handlingar som blir till med dem som asymmetriska och flyktande veckelverkanden. Deleuze följer i sitt verk Vecket Gottfried Wilhelm Leibniz filosofi och lyfter där de barocka veckens upprepade förekomst samt hur de inte bara har betydelse för den epok Leibniz levde i utan också letar sig till andra tider och platser. Hur det rent av blir en ontologi. En filosofi om allts iterativa blivande genom veckning. Vecket beskrivs också som en figur för hur alla typer av motsättningar så som exempelvis innanför/utanför och kropp/själ i själva verket är oskiljaktiga aspekter av samma helhet. Camillas avhandling rör sig i en sådan immanensontologisk filosofi och vill utmana, den inom vår samtid, skarpa uppdelningen mellan konst och vetenskap. För henne är performance att följa och förstå, att undersöka genom att göra, att vetenskapa. ” Vecket som bild, handling och rörelse att tänka med och igenom har kommit att bli väldigt betydelsefullt för min avhandlings metodologi.” Tidigare verk som itererat inom avhandlingsarbetet är Det explicita (2023), Det implexiva (2023), Vetandets sista vildmark (2023) och Krökningen (2024).}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonbcklundcamilla_2025,
title = {Inflection},
author = {Johansson Bäcklund, Camilla},
year = {2025},
journal = {Konstfack, Stockholm 2025 06 17 - 2025 06 19},
language = {eng},
keywords = {performance; deleuze; leibniz; the fold; inflection},
abstract = {Performance contribution at "17th International Deleuze & Guattari Studies Conference Pedagogies of Philosophy: Nonsense, and… and… and joy". Text from book of abstract: Through my, in the event of writing this, not closed (never closed) dissertation I-we-they are inquiring art teacher students configuring (con- as in with or together, -figure as in shaping or creating) acts of trying to make sense of abstractions, theories and ideas by working with materializing knowing processes such as assembling models, sketching, and other configurative ways of imagining. The research process has configured four (and more) performances where the fold has been an act and a figure to figure through and with, or more precise as. This as refolding of Deleuze's (2004) figure of the fold, and the methodology-in-thefold developed by St. Pierre (1997). This performance take departure from the concept of inflection, as both point of view and immanence of event. Through the performance I-we-they configure inflection as asymmetric un-in-folding act and a figure to think pedagogy with. What is a classroom? What is a pedagogic space? What is your pedagogical question, and how can it be un-in-refolded as inflection? Inflection is a paper-performance-piece where the multiplicity and asymmetry of the baroque is my-our-their coworker. “As Leibniz stated, there can never be "a straight line without curves intermingled," nor any "curve of a certain finite nature unmixed with some other, and in small parts as well as large," such that one "will never be able to fix upon a certain precise surface in a body as one might if there were atoms.""}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonbcklundcamilla_2024_2,
title = {Post((p)er(formance))presentation: - A poster perfromance},
author = {Johansson Bäcklund, Camilla},
year = {2024},
journal = {NERA Conference 2024, Malmö 20240306-20240308},
language = {eng},
abstract = {Research topic/aim: I will present performance-based parts of my thesis to put forward questions on the scientific in the artistic. My research is inquiring con-formulating (con- as in with or together, -formulating as in shaping or creating) acts of trying to understand abstractions, theories and ideas by working with materializing processes of knowing such as assembling models, sketching, and figuring. Theoretical framework: I start from Barads (2007) definition of knowledge that is described as being produced in intra-action of time, space, materiality and discourse and can be said to exist in all matter. Knowing is not, according to this theory, merely a human or brain-centred practice (Barad, 2007 : Ivarsson 2016). Through the research Deleuze's (2004) fold concept that challenges binary ideas on being, and the methodology-in-the-fold developed from his theories by St. Pierre (1997) and Hellman and Lind (2021) are set in motion. With this posthuman perspectives also nonhuman entities can be described as knowers, a paper that has once been folded and had its fibres sprained have knowledge of where the fold once was made and can therefore more easily bend in the same fold repeatedly. Methodological design: St. Pierre (2019) describes how the research approach that she has come to define as post-qualitative has emerged through post-structuralist, post-humanist, neo-materialist, and ontological turns and how the writing as an act have become important within its methodology. She among others defines how writing is part of the research itself and not just a tool to communicate with (Lykke, 2010; Pierre, 1997; Richardson & Pierre, n.d.). Guttorm (2016) says that the writing is a slow relational becoming. It is not an "I" who writes "about" something. The writing is part of the worlds becoming, an event. Expected conclusions/findings: It is not unexpected that writing appears so clearly as a thinking and creative act for those people who are used to texting and speaking. Within my research I also consider the writing as part of the methodology, but I would also describe the performance-based parts of my research slightly the same. From that reason I want to question if it is the writing itself that is the methodologically interesting aspect of what St. Pierres, Lykke, Guttorm and Richardson so excellent puts forward. Isn’t it the open-ended following that is essential here? Relevance to Nordic educational research: To carefully follow a research material through other con-formulating processes can be as important for the results as writing. For many students and researchers, it can be other con-formulating ways of doings that extend thinking and are co-thinkers in their grasping of the world. It can be dancing, running, strolling, allowing the hand to move and follow something with a pencil. It could be to carefully folding a piece of paper. It is of relevance for educational research to concider and make vissible diverse approaches to knowing not just within school but also in researchers own methodologies. When the fold becomes a process - an act - it is no longer a representation (Deleuze, 1988).}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kasperowskidick_2012,
title = {Högskolans tredje uppgift – historia och demokratiska konsekvenser},
author = {Kasperowski, Dick and Bragesjö, Fredrik},
year = {2012},
journal = {Resultatdialog 2012. Vetenskapsrådets resultatdialog},
language = {swe},
keywords = {högskolelagen; den tredje uppgiften; samverkan; nytta; vetenskapligt medborgarskap.},
abstract = {Sedan 1800‐talet har universiteten haft två uppgifter: att utbilda och att forska. För 30 år sedan fick det svenska högskoleväsendet ytterligare en skyldighet: att informera om sin verksamhet och samverka med samhället. Hur kommer det sig att man i Sverige valde att reglera universitetens relationer till sin omvärld i lag? Vilka tillämpningar och konsekvenser har den tredje uppgiften haft? Resultaten från detta projekt kastar nytt ljus över de svenska universitetens plats i samhället och utmanar den vedertagna uppfattningen att samarbete mellan universitet och näringsliv är en sentida företeelse.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kasperowskidick_2017,
title = {The culture of contribution in citizen science: Programs and anti-programs},
author = {Kasperowski, Dick and Hillman, Thomas},
year = {2017},
journal = {Annual Meeting of the Society for Social Studies of Science (4S). August 30 - September 2, 2017. STS (In)Sensibilities. Boston, USA},
language = {eng},
abstract = {Citizen science projects are often designed to minimize learning as a necessity for mass mobilization, however such processes are outside the control of owners of projects. Projects aiming for scientific output (peer-reviewed publications) must have an instance in the scientific process were citizens are constructed as on par with scientists to assure data quality. These instances are often situated in the participatory protocols (programs) harnessing some kind of ability of the crowd, which make their participation and contributions valid for scientific work. At the same time, citizen science projects also uphold boundaries between citizens and scientists. Intuitively, this might not be necessary as scientists by their professional training have abilities beyond what is possible for volunteer contributors. In practice such boundaries are not so clear. The aim of this paper is to explore when and how such boundaries are challenged as learning is occurring on behalf of contributors in citizen science projects. The purpose is to illuminate the relationship between the citizen scientists as constructed as contributor to science with specific, but static qualities (programs), and the development of contributors over time (anti-programs). Data consists of interactions between researchers and contributors on discussion forums of citizen science projects.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavid_2008_1,
title = {Scandinavia: Denmark and Sweden},
author = {Kronlid, David},
year = {2008},
journal = {Encyclopedia of environmental ethics and philosophy},
pages = {231--233},
language = {eng},
publisher = {Detroit : Macmillan Reference USA},
keywords = {environmental ethics; scandinavia; denmark; sweden; environmentalism; miljöetik; skandinavien; danmark; sverige; miljörörelse; practical philosophy; praktisk filosofi; philosophy subjects}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kuusistoarniika_2018,
title = {Theoretical and methodological perspectives to studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools},
author = {Kuusisto, Arniika and Straarup, Jørgen and Schihalejev, Olga and Kallionemi, Arto and Vikdahl, Linda},
year = {2018},
journal = {New international studies on religions and dialouge in education},
pages = {31--45},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {children; youth; religion; culture. diversity; school; utbildningsvetenskapliga studier; studies in the educational sciences; other research area; annat forskningsområde},
abstract = {This article presents some of the theoretical and methodological considerations in studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools. The perspective arises from our experiences of carrying out an international comparative research project looking at pupils´perspectives to diversity in the educational settings and their wider everyday environments. The data were gathered in diverse comprehensive school contexts across Sweden, Estonia and Finland. The article illustrates several important issues that are often lacking in the studies in this area and need to be accounted for when examining cultural and religious diversity in the schools and the everyday lives of children and youth.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindahlmats_2011,
title = {Norms, knowledge claims and authorities as justifications in students' reasoning about using new technology in societal practice},
author = {Lindahl, Mats and Linder, Cedric},
year = {2011},
journal = {Science & Culture: Promise, Challenge and Demand},
language = {eng},
publisher = {: Aristotle University of Thessaloniki},
keywords = {education; science education; naturvetenskap med utbildningsvetenskaplig inriktning},
abstract = {The present study investigates how students draw on norms, knowledge claims and authorities when reasoning about socioscientific issues. The aim of the study is to provide an image of students' sense of agency and how they handle trust and security issues by referring to the above mentioned modalities of the societal structures ‘Legitimation’ and ‘Domination’ (Giddens 1984). Examples from gene technology were used as the subject for interviews with 13 Swedish high-school students (year 11, age 17-18). At the time for interviews, the students had participated in and completed an introductory course in genetics which included a group discussion about genetic diseases and ethics. A grid based on modalities from the societal structures described by Giddens was used for analysis of interviews. Students were found to use both modalities for ‘Legitimation’ and ‘Domination’ to justify acceptance or rejection of new technology. By doing that, they showed how norms as well as knowledge claims can be used to justify opposing position as they were trying to build trust in either science and technology or in experts. It was found that students accepted or rejected the authority of experts based on their having or lacking appropriate knowledge. Students were also found to have difficulty in discerning between material risks (reduced safety) and immaterial risks (loss of norms). Attention is drawn to the problem of students' using knowledge claims (Domination) to support norms (Legitimation). Furthermore, students' sense of agency appears to be dependent on sharing norms with experts.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_magnellelsa_2025,
title = {Kritisk utredare: Nytt kandidatprogram vid Lunds universitet},
author = {Magnell, Elsa},
year = {2025},
journal = {Svensk Filosofi},
language = {swe},
publisher = {: Svensk filosofi},
issn = {3035-6598}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_8,
title = {Mission Afghanistan: swedish military experiences from a 21st-century war},
year = {2017},
language = {eng},
publisher = {CSMS, Swedish Centre for Studies of Armed Forces and Society : The Swedish Association for Military history},
keywords = {military; practical knowledge; skills; international military operations; afghanistan},
abstract = {Every soldier has a story. They have, in their professional and everyday lives, gained experience from many different areas. The soldiers we meet in this book have ended up in various places and situations and have encountered people with dissimilar values and different kinds of knowledge. They have been in numerous situations and have visited a variety of places. Their involvement in different contexts has taught them how concepts are shaped in interaction with others. Their prosperity and adversity have enabled them over time to develop military professionalism based on memories, experience and knowledge. All of this has formed them into the unique individuals and professionals they are today. Still, the question remains: what and how can we learn from these examples?}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_nehlseddy_2024,
title = {Nietzsche: en filosof att tänka med},
author = {Nehls, Eddy},
year = {2024},
language = {swe},
publisher = {h:ström - Text & Kultur AB},
keywords = {nietzsche; kritiskt tänkande},
abstract = {I Eddy Nehls bok Nietzsche - en filosof att tänka med framstår lärandet som en odyssé, snarare än en statisk destination. Kunskapen utgör en vindlande stig, där varje steg ger upphov till nya utsikter och insikter.Med inspiration från Friedrich Nietzsche målar Nehls upp en vision av ett samhälle där kunskap inte är en tävling utan en resa – en resa där vägen är lika viktig som destinationen.Nietzsche, känd för sitt provocerande och ofta missförstådda filosofiska arbete, framställs i Nehls bok som en tidlös tänkare vars idéer om moral, existens och människans potential förändrar hur vi ser på oss själva och vår plats i världen. Genom att belysa Nietzsches användning av aforismer, en stil som bjuder in till reflektion och personlig tolkning, argumenterar Nehls för att Nietzsches skrifter erbjuder verktyg för kritiskt tänkande och introspektion. Denna metod gör Nietzsche särskilt relevant i en tid präglad av snabba förändringar och osäkerhet, där enkla svar ofta är otillräckliga för de komplexa frågor vi står inför.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonstaffan_2020,
title = {Majoritetskulturella föreställningar om religion: en interkulturell utmaning i ett mångreligiöst Sverige},
author = {Nilsson, Staffan},
year = {2020},
journal = {Perspektiv på interkulturalitet},
pages = {11--19},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {utbildningsvetenskapliga studier; studies in the educational sciences}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2010,
title = {Vad är det att undervisa "etiskt"? Om etik för universitetslärare.},
author = {Nykänen, Pia},
year = {2010},
journal = {NU2010. Dialog för lärande. 13-16 oktober 2010, Stockholms universitet.},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2022,
title = {Feminine Culture in Academia: The Threat to Academic Freedom Coming from Soft Values},
author = {Olsson, Erik J},
year = {2022},
journal = {Diversity, lnclusion, Equity and the Threat to Academic Freedom},
pages = {212--222},
language = {eng},
publisher = {: Imprint Academic}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2020,
title = {Vad är akademisk frihet?},
author = {Olsson, Erik J},
year = {2020},
journal = {Den akademiska friheten},
language = {swe},
publisher = {: Kungliga Fysiografiska Sällskapet i Lund}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_otttorbjrn_2022,
title = {Digital etik i skolan},
author = {Ott, Torbjörn and Tiozzo, Marco},
year = {2022},
language = {swe},
publisher = {Studentlitteratur}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_otttorbjrn_2021,
title = {Digital Media Ethics: Benefits and Challenges in School Education},
author = {Ott, Torbjörn and Tiozzo, Marco},
year = {2021},
journal = {The 20th World Conference on Mobile and Contextual Learning, mLearn 2021, Tallinn, Estonia, October 6-7, 2021},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonandersj_2014,
title = {Värdegrund och filosofiska samtal},
author = {Persson, Anders J and Benyamine, Isak and Haglund, Liza},
year = {2014},
journal = {Att slippa tänka själv},
pages = {15--25},
language = {swe},
publisher = {Möklinta : Gidlunds bokförlag i Hedemora}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2019,
title = {How an Art Intervention can be used to accelerate integration and the sense of place affiliation.},
author = {Persson, Beatrice},
year = {2019},
journal = {MAKING INSEA 2019, University of British Columbia, Vancouver, Canada},
language = {eng},
keywords = {integration; art intervention; universal teaching; double law of hospitality},
abstract = {Since the spring of 2015 the European shores of the Mediterranean have faced a huge amount of stranded refugees. Dead and living, they float ashore in thousands creating what is now known as the European refugee crisis. The naming of this crisis operates according to Nicholas De Genova ”… as a device for the authorization of exceptional or emergency governmental measures toward the ends of enhanced and expanded border enforcement and immigration policing” (De Genova, 2017). This is the backdrop for a survey into the interactive art intervention River of Light, and the creation of meeting points which are designed to accelerate the process of integration for newly arrivals in Sweden. Through lantern-making workshops at locations such as the refugee Camp Restad Gård, the Red Cross and cultural schools, I am investigating the position of Rancière’s ”universal teaching”. A teaching relying on mutual learning and the conviction ”… that each ignorant person could become for another ignorant person the master who would reveal to him his intellectual power.” (Rancière, 1991) This is also a project working with Derrida’s double law of hospitality, and foremost his notions on pure hospitality “welcoming whoever arrives before imposing any conditions on him,” which contradicts the enhanced and expanded border enforcement and immigration policing. (Derrida & Dufourmantelle 2000, Derrida 2005)}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonjohannes_2014,
title = {Att leda och administrera},
author = {Persson, Johannes},
year = {2014},
journal = {Efter festen: Om konsten att utvecklas från doktor till docent},
language = {swe},
publisher = {: Studentlitteratur AB},
abstract = {Det här kapitlet belyser fyra frågor som man förr eller senare och ofta ganska plötsligt kan behöva ställa sig som (ny)disputerad vid ett universitet. Vem tar ett ledningsuppdrag? Varför gör man det? Vad kan man vinna på det? Kommer man att ångra sig? Kapitlet bygger dels på egna erfarenheter och dels på samtal jag har haft med prefektkolleger och andra som funderat mycket över dessa frågor – ibland som en reaktion på att de fått läsa tidigare versioner av texten. Målet med kapitlet är att visa hur viktigt och intressant det är att fundera över vilka konsekvenser ens val inom akademin kan ha och att man inte ska förlita sig på gamla sanningar – speciellt inte när det gäller uppdrag som ligger lite vid sidan av kärnverksamheten.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonjohannes_2012,
title = {Social laws should be conceived as a special case of mechanisms: A reply to Daniel Little},
author = {Persson, Johannes},
year = {2012},
journal = {Social Epistemology Review and Reply Collective},
volume = {7},
number = {1},
pages = {12--14},
language = {eng},
abstract = {I am grateful to Daniel Little for his insightful reply to my recent article in Social Epistemology (2012, 105-114) about what appears to be a flaw in Jon Elster’s conception of mechanisms. I agree with much of what Little says, but want to amplify a different underlying problem with Elster’s conception (fourth point below) than Little suggests in his reply (third point below). This underlying problem connects nicely with a passage in Little’s reply, which he thinks unconnected with the point on which I focus.},
issn = {2471-9560}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonjohannes_2012_1,
title = {Social mechanisms and explaining how: A reply to Kimberly Chuang},
author = {Persson, Johannes},
year = {2012},
journal = {Social Epistemology Review and Reply Collective},
volume = {9},
number = {1},
pages = {37--41},
language = {eng},
abstract = {Kimberly Chuang’s detailed and very helpful reply to my article (2012a) concerns Jon Elster’s struggle to develop a mechanistic account that sheds light on explanation in social science. I argue that a problem exists with Elster’s current conception of mechanistic explanation in social contexts. Chuang (2012) defends Elster’s conception against my critique. I still believe I have identified a problem with Elster’s conception. In this reply I want to recapitulate briefly Elster’s idea, as I understand it, and then use some of Chuang’s critical points to advance the position I advocate.},
issn = {2471-9560}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_prcklmaria_2025,
title = {Fronesis på förskolan - omsorg och omdöme i frågan om det goda livet tillsammans},
author = {Pröckl, Maria and Schwarz, Eva},
year = {2025},
journal = {Omsorg i en förskola på vetenskaplig grund},
pages = {261--276},
language = {swe},
publisher = {Stockholm : Natur och kultur}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_prcklmaria_2025_1,
title = {Samspelets praktik: Om empatisk timing i förskolan},
author = {Pröckl, Maria and Schwarz, Eva},
year = {2025},
journal = {Förskolan i fokus},
pages = {57--68},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {praktisk kunskap; empati; timing; empatisk timing; edith stein},
abstract = {Empati beskrivs ofta som centralt för förskolans praktik. Inom empatiforskning mer allmänt undersöks ofta möten mellan två personer – då beskrivs empati som något som äger rum mellan en som behöver hjälp och en som ger hjälp. I sådana beskrivningar ligger fokus ofta på hjälparens förmåga att förstå den som behöver hjälp genom att tolka tal och uttryck. Vardagen på förskolan omfattar sällan den typen av möten mellan två subjekt som i lugn och ro kan försöka förstå varandra. Förskoleliv beskrivs snarare som rörligt och i gemenskap; barngruppen och pedagogerna gör förskoleliv i samspel med varandra. Vi vill därför utveckla ett annat sätt att förstå den empati som försiggår i förskolans värld genom begreppet empatisk timing. Empatisk timing beskriver en praktik som kan liknas vid musikaliskt samspel mot bakgrund av det specifika existentiella landskapet som ges i en pågående vardag. Utifrån ett konkret exempel från förskolepraktiken, när en grupp barn och pedagoger samlas i en hall för att förbereda sig för en utflykt, utvecklas begreppet empatisk timing i dialog med begrepp baserade på analogier till musik samt Edith Steins teori om empati. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raddockelisabeth_2015,
title = {The increasing significance of inclusive pedagogy due to Cyberbullying – A pilot study to identify the problem},
author = {Raddock, Elisabeth and Zipernovszky, Hanna},
year = {2015},
journal = {XIII Nordic Conference on Religious Education: ’Shifting borders in Religious Education’},
pages = {22--22},
language = {eng},
keywords = {electronic bullying; social media and religion; educational aspects of cyberbullying},
abstract = {Along with the development of new information technology the understanding of educational tasks have been broadened. 88 percent of children between the ages 13-16 in Sweden in the academic year 2012/2013 said that they use social media every day or a few times a week and 96 percent have a Facebook profile. The internet is also the most important news source for the young people 12 years and older and it is an increasingly significant medium for their school work. This yields a wider view for teachers, especially in RE, to consider the questions regarding bullying through the perspective of the new media. The definition of Cyberbullying is being widened as the growth of the virtual world goes on. It is high time for mapping what forms of Cyberbullying are mostly related to a religious background and need to be treated in the frame of religion as a subject in schools. We present at the conference the first phase of the pilot study, a survey as well as a focus group study with selected groups of 18-25 years old young people in Northern Sweden to gather experience towards understanding the phenomena of cyberbullying and the relationship between competence and occurrence.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_3,
title = {Ramadan: en svensk tradition},
year = {2009},
language = {swe},
publisher = {Arcus},
keywords = {ramadan; svensk; tradition; religion; fasta; islamology; islamologi; islam; högtider; mångkultur; traditioner}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ratkiadrian_2008,
title = {Utbildning i analogiskt tänkande: dialogseminariemetoden och forskarutbildning},
author = {Ratkić, Adrian},
year = {2008},
journal = {Resultatdialog 2008},
pages = {43--47},
language = {swe},
publisher = {Stockholm : Vetenskapsrådet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_romerofernndezalejandro_2018,
title = {¿Crisis de la ciencia o crisis civilizatoria?},
author = {Romero Fernández, Alejandro and Natiello, Mario and Solari, Hernán G.},
year = {2018},
journal = {Crisis de mundo: Perspectivas filosóficas (preliminar title)},
language = {spa},
publisher = {: Prometeo Libros},
abstract = {En este trabajo planteamos cuales son las formas particulares que toma en ciencia la crisis de la civilización. Formas que no siempre son fáciles de advertir. Crisis de la ciencia que es causa y consecuencia de la crisis civilizatoria. Partimos de observaciones realizadas dentro del campo científico que indican un fuerte retroceso de la razón crítica en ciencia quedando vigente solamente la razón instrumental y en ocasiones menos aún: un empirismo sin razón. Exponemos el proceso de extinción de la ciencia en su continua y activa metamorfosis como tecnociencia, próxima ya a emerger en la forma pura de tecnología. Es decir, el abandono del saber (episteme) por el saber hacer (techné). El abandono del ideal del cosmos o de la unidad de la razón por la noción de éxito como principio orientador de la labor de los pensadores. Señalamos asimismo las formas sociales por las que se reproduce la tecnociencia y la mutilación de la razón. Finalmente proponemos mínimas acciones para frenar o revertir este proceso.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2010,
title = {"Den sanna religionen": exkursioner som metod inom religionsvetenskapen},
author = {Roos, Lena},
year = {2010},
journal = {Att undervisa med vetenskaplig förankring - i praktiken},
pages = {145--158},
language = {swe},
publisher = {Uppsala : Uppsala universitet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sagermorten_2018,
title = {Getting real about evidence},
author = {Sager, Morten},
year = {2018},
journal = {Program för Research ED i Malmö 2015},
language = {eng},
keywords = {education; swedish institute for educational research; evidence},
abstract = {How do you find and use evidence about teaching methods? Many have noted ”the gap”: Evidence remains a paper tiger and never gets real. The Swedish Institute for Educational Research was formed In order to tackle these difficulties. When it was set up it started a pioneer project to fill up the gap. Nine teachers enrolled to the project. They were given training in organizational change and evidence-basing before they tried out the results from the agency’s first systematic reviews in their schools. What can we learn from these attempts?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_salvnhkan_2023,
title = {”Gymnasieelever bör studera filosofi”},
author = {Salvén, Håkan and Agahi, Sama and Wikforss, Åsa and Bauhn, Per and Berzell, Martin and Cantwell, John and Hartvigsson, Thomas and Helgesson, Gert and Lindblom, Lars and Malmqvist, Erik and Munthe, Christian and Palm, Elin and Radovic, Susanna and Stjernberg, Fredrik and Sundström, Per and Tiozzo, Marco},
year = {2023},
journal = {Svenska dagbladet},
volume = {2023},
pages = {16},
language = {swe},
keywords = {gymnasium; utbildning; skolan},
abstract = {Filosofin har en särställning när det handlar om att stärka elevernas skydd mot desinformation och att utveckla deras kritiska tänkande. Därför bör ämnet vara obligatoriskt för elever på de teoretiska programmen i Gymnasiet.},
issn = {1101-2412}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2015_1,
title = {The structure and rationale of the research project CARDIPS},
author = {Schihalejev, Olga},
year = {2015},
language = {eng},
keywords = {young people; cultural diveristy; religion; worldview; östersjö- och östeuropaforskning; baltic and east european studies; historical studies; historiska studier}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2016_1,
title = {What makes you happy? Drawings of 10-years old children in Estonia and Sweden},
author = {Schihalejev, Olga},
year = {2016},
language = {eng},
keywords = {existential issues; children; drawings; culture; östersjö- och östeuropaforskning; baltic and east european studies; kritisk kulturteori; critical and cultural theory},
abstract = {Research project "Cultural and religious diversity in primary school" investigates the pupil’s experience of cultural and religious diversity in selected schools from Sweden and Estonia, structural factors on that experience and the effect of variation in age and family tradition. The countries represent different experiences of cultural and religious diversity.The research applies mixed methods approach. Surveys are carried out with both quantitative and qualitative components. Questionnaire data from pupils (special questionnaires for 3rd, 6th and 9th grade, it is 9-10, 12-13 and 15-16 year old pupils) is supplemented with interviews of a small number of the pupils, their teachers and parents.The paper analyses 3rd graders drawings about what makes them happy. The dawings were part of the questionnaire about cultural and religious diversity in their everyday experience and at school. The paper answers the question, what values can be found in drawings of boys and girls aged 9-10 from different religious and ethnic backgrounds in two different countries.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_schlermartin_2021,
title = {Speed vs thought},
author = {Schüler, Martin and Bjurström, Erik},
year = {2021},
journal = {26th ICCRTS International Command and Control Research and Technology Symposium},
pages = {1--8},
language = {eng},
publisher = {Washington},
keywords = {speed in command; control systems; arbetsintegrerat lärande; work integrated learning; ledningsvetenskap},
abstract = {The purpose of this paper is to discuss the conception of speed in command and control (C2) systems’ impact on human thought and to introduce the notion of “Combat Integrated Learning” (CIL). In a context of increased complexity, unpredictability and ambiguity, adaptation not only concerns agility in terms of speed, but through resilience, self- healing and – in lack of calculable consequence ethics – an Aristotelian notion of virtue as a stable equilibrium of the soul as a basis for choice of action “knowingly and for its own sake”. As humans we have many cognitive functions which impact how we perceive information i.e., sensemaking and situation awareness. But the essence of thinking is a philosophical issue where philosophers like Arendt previously explained the emergence of banal evil as ordinary men having lost their ability to think. C2 systems that make us reactive to a piece of information, inciting speed to act, minimize human reflection and learning. Developing time effective C2 systems could in fact lead to the creation of military stupidity. Authority, organizational and administrative procedures may lead to normalization of risk, morally questionable attitudes and actions, routinized humiliation and behavior that ultimately break down sensemaking and the sense of “self” in degraded environments. C2 systems and their uses may hamper intelligent action through the loss of an active agency of the individual, thus impede understanding and management of the battlespace, especially in the light of deception and disinformation, and unclear causal relations of events in constrained environments. This paper points at potential good practices in the face of ambiguity.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_schultzeherbert_1983,
title = {Religion and schoolbooks in Europe: report from a conference in Malmö},
author = {Schultze, Herbert and Selander, Sven-Åke},
year = {1983},
language = {eng},
publisher = {Lärarhögskolan Malmö}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schwarzeva_2016,
title = {Inskolning: Om förnyelse och gemenskap på förskolan},
author = {Schwarz, Eva},
year = {2016},
journal = {Inifrån och utifrån},
pages = {259--281},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {kritisk kulturteori; critical and cultural theory; östersjö- och östeuropaforskning; baltic and east european studies}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2003,
title = {Att veta och förstå: om kristendomsförhör i 1800-talets svenska kyrka},
author = {Selander, Sven-Åke},
year = {2003},
journal = {Sveriges kyrkohistoria},
number = {7},
pages = {332--339},
language = {swe},
publisher = {Stockholm : Verbum}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2000,
title = {Livstolkning - trostolkning - tydning: grundbegrepp i en personlighetsutvecklande religionsdidaktisk modell},
author = {Selander, Sven-Åke},
year = {2000},
journal = {Forskning og fundering},
pages = {15--34},
language = {swe},
publisher = {Trondheim : Tapir akademisk forlag}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1979,
title = {Momentet kristendomen i gymnasieskolan: en analys av förutsättningarna för stofförståelse},
author = {Selander, Sven-Åke},
year = {1979},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1981_1,
title = {Människor-samhälle-kyrka i stormaktstidens Sverige: underlag för livsfrågeanknutet studium av kyrkohistoria på mellanstadiet.},
author = {Selander, Sven-Åke},
year = {1981},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2004,
title = {Objectivity and Phenomenology in Swedish School Curricula},
author = {Selander, Sven-Åke},
year = {2004},
journal = {Towards a European Perspective on Religious Education},
pages = {166--173},
language = {eng},
publisher = {Skellefteå : Artos & Norma}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2000_1,
title = {Stat, kyrka, skola i ett europeiskt perspektiv},
author = {Selander, Sven-Åke},
year = {2000},
journal = {Det unika Norden},
pages = {59--77},
language = {swe},
publisher = {København : Nordiska ministerrådet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1981_2,
title = {Zwischen geschlossener und offener Gesellschaft: Schulbuchforschung in Schweden},
author = {Selander, Sven-Åke},
year = {1981},
journal = {Internationale Schulbuchforschung},
volume = {1},
number = {3},
pages = {29--34},
language = {swe},
issn = {0172-8237}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skoghingabritt_2005,
title = {Innovative performance: how can it be assessed?},
author = {Skogh, Inga-Britt},
year = {2005},
journal = {Inspire and Educate},
pages = {161--166},
language = {eng},
publisher = {: Sheffield Hallam University},
keywords = {assessment; technology; innovative performance; students; compulsory school; teknikvetenskapens lärande och kommunikation; education and communication in the technological sciences}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2015,
title = {Importance of religion according to primary school students aged 10, 13 and 16: The problem of reliability},
author = {Straarup, Jørgen},
year = {2015},
language = {eng},
keywords = {reliability; importance of religion; historical studies; historiska studier; östersjö- och östeuropaforskning; baltic and east european studies}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2015_1,
title = {Importance of religion according to primary school students aged 10, 13 and 16},
author = {Straarup, Jørgen},
year = {2015},
language = {eng},
keywords = {importance of religion; sweden; estonia; historical studies; historiska studier; östersjö- och östeuropaforskning; baltic and east european studies}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_swantessonjanoh_2012,
title = {Kvalitet och kvalitet återigen},
author = {Swantesson, Jan O. H.},
year = {2012},
journal = {Vad menas med kvalitet inom akademisk undervisning},
pages = {29--37},
language = {swe},
publisher = {Karlstad : Karlstads universitet},
keywords = {ekofilosofi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sderholmoscar_2025,
title = {Anteckningar om kantorsutbildning och byråkrati i Svenska kyrkan},
author = {Söderholm, Oscar},
year = {2025},
language = {swe},
publisher = {BoD – Books on Demand},
abstract = {Kyrkomusikerbristen inom Svenska kyrkan beskrivs ofta som problematisk. Röster höjs för att alternativa studiegångar ska kunna leda till behörighet för tjänst som kyrkomusiker i Svenska kyrkans församlingar, och samfundet har en struktur för validering av utbildning och arbetslivserfarenhet. I denna skrift beskrivs en sådan valideringsprocess. Den ger en mindre smickrande verklighetsbild av Svenska kyrkans byråkrati på olika nivåer.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thurfjelldavid_2012,
title = {Kunskap i förhandling: Europeiska muslimer mellan konkurrerande världsbilder},
author = {Thurfjell, David and Olsson, Susanne and Ross Solberg, Anne},
year = {2012},
journal = {Resultatdialog 2012},
pages = {119--123},
language = {swe},
publisher = {Stockholm : Vetenskapsrådet},
keywords = {historical studies; historiska studier}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_3,
title = {Uppdrag Afghanistan: bilder och berättelser från en internationell insats},
year = {2016},
language = {eng},
publisher = {CSMS, Centrum för Studier av Militär och Samhälle},
keywords = {svenska soldater; praktisk kunskap; erfarenhet; militära operationer; internationellt samarbete}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2017,
title = {If You Encounter a Man in a Cage: Swedish Soldiers’ Encounters with Unstructured Problems in Afghanistan},
author = {Victor Tillberg, Lotta},
year = {2017},
journal = {Mission Afghanistan},
language = {eng},
publisher = {[Stockholm] : CSMS, Swedish Centre for Studies of Armed Forces and Society : The Swedish Association for Military history},
keywords = {military skills; practical knowledge; afghanistan; experience; military international operation; phronesis}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2016,
title = {Om du möter en man i en bur: om svenska soldaters möten med ostrukturerade problem i Afghanistan},
author = {Victor Tillberg, Lotta},
year = {2016},
journal = {Uppdrag Afghanistan},
pages = {217--230},
language = {swe},
publisher = {Stockholm : CSMS, Centrum för Studier av Militär och Samhälle},
keywords = {militärt yrkeskunnande; afghanistan; militärt ledarskap; praktisk kunskap; wicked problems}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2017_1,
title = {Professionalism under attack},
author = {Victor Tillberg, Lotta},
year = {2017},
journal = {Leda med tillit},
pages = {70--77},
language = {swe},
publisher = {Stockholm : Idealist förlag},
keywords = {yrkeskunnande; phronesis; new public management; deprofessionalisering}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2018,
title = {Det kommer inte på tal: En studie om religiös och kulturell mångfald i grundskolan},
author = {Vikdahl, Linda},
year = {2018},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {religion; mångfald; skola; kvalitativ forskning; symbolisk interaktionism; utbildningsvetenskapliga studier; studies in the educational sciences; östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {Den religiösa pluralismen har ökat markant i Sverige de senaste decennierna och mycket talar för att den kommer att fortsätta att öka. Skolan är en plats där barn och unga kommer samman oavsett religiös och kulturell tillhörighet.I Det kommer inte på tal intervjuas ett 50-tal grundskoleelever om deras upplevelser och erfarenheter av religiös mångfald i skolan med syftet att förstå vilka processer som påverkar deras uppfattningar. Vilka omständigheter har betydelse för deras upplevelser? Vilken roll spelar föräldrar, skola och vänner? Och har barnets ålder betydelse för hens erfarenheter av religiös och kulturell pluralism? För att få en fördjupad förståelse för elevernas berättelse intervjuas också några lärare och rektorer.Boken riktar sig till blivande lärare, skolpersonal i tjänst och andra som är intresserade av religiös och kulturell pluralism i skolan.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2012_1,
title = {Väckelse i gränsland: Ur laestadianismens tidigaste historia},
year = {2012},
language = {swe},
publisher = {Luleå stiftshistoriska sällskap},
keywords = {church history; kyrkohistoria}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2018_2,
title = {Aporia of Equality: A Historico-Political Approach to Swedish Educational Politics 1946-2000},
author = {Wedin, Tomas},
year = {2018},
language = {eng},
publisher = {Göteborgs universitet. Humanistiska fakulteten},
keywords = {equality; politico-temporal problem; education; post-war period; sweden; political thought; regime of historicity; arendt; democratic paradox; imaginary equality; the social; tocqueville; world}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wernerpetra_2016,
title = {Ett medialt museum: lärandets estetik i svensk television 1956-1969},
author = {Werner, Petra},
year = {2016},
language = {swe},
publisher = {Symposion Brutus Östlings bokförlag},
keywords = {aesthetic depicting; television; intangible heritage; storytelling; play; attention; education; learning processes; documentary; oral tradition; visual tradition; hermeneutic; phenomenology; bildning; gestaltning; immateriellt kulturarv; berättande; lek; uppmärksamhet; lärandeprocesser; dokumentär; muntlig tradition; visuell tradition; hermeneutik; fenomenologi; kritisk kulturteori; critical and cultural theory},
abstract = {This thesis investigates the aesthetic interpretation of learning processes in television produced and broadcast in Sweden between 1956 and 1969. The thesis explores how these programmes are linked to concepts of Bildung by their aesthetics, by which the intangible cultural heritage is entrusted in the form of oral and visual traditions, storytelling and games/play, where learning is the common denominator. The programmes are divided into three categories: aesthetics of attentiveness, aesthetics of tale/storytelling and aesthetics of play. The detailed, thick, descriptions of the programmes emanating from the close-readings shall be, together with the aesthetic categories that I have formulated and expressed in a model, regarded as the survey’s key findings. The starting point of the central theoretical model of the thesis is André Malraux’s idea of an imaginary museum of imagination in which photo reproductions can constitute a collective memory, and thus bepart of an intangible heritage. Based on this idea of an imaginary museum, I have constructed a conceptual model called a medial museum, valid in its own time as well as for posterity. The theoretical models that the study gain support from are characterized by phenomenological and hermeneutical perspectives, as I refer to a phenomenological-hermeneutical method when analysing the programmes, and at the same time underline the phenomenological-hermeneutically based aesthetics in the analysed programmes, where aesthetic interpretation of learning processes in terms of attentiveness, tale and play is of a phenomenological-hermeneutic character. For a broad perspective on learning processes, theoretical support is acquired both from the German philosopher Hans-Georg Gadamer and his hermeneutic of traditions and from the French philosopher Jacques Rancière and his emancipatory ideas of pedagogy and aesthetics. Furthermore, the French philosopher Paul Ricœur and his thoughts on importance of storytelling for knowledge formation have had significant influence on the work. Regarding the concepts of play, I have made use of both Gadamer’s ideas of art experience as play and of Donald W. Winnicott’s theories about play as transitional area. In the programmes’ aesthetics is found a depiction of a broadened interpretation of Bildung, where processes of learning comprise a direct sensual perceiving, attentiveness, storytelling/tale and play. Moreover, within the programmes’ managing of an intangible cultural heritage, I have found an expression of an interplay between modernity and tradition, with emphasis on the historical significance of the present, and rooting in the past of everyday life, where expectation on the future and the memory of the past can co-exist. To summarise, the study suggests the possibility to understand aesthetics as an epistemology using sensuous experience as basis for a conceptual knowledge about how to understand the world. Thereby, one can comprehend aesthetics as pedagogy per se. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_westerlundkatarina_2016,
title = {Livsåskådningars bakgrund och betydelse för unga idag},
author = {Westerlund, Katarina},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {41--54},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {livsåskådning; ungdomar; skola; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wieslandermalin_2022,
title = {Att värdegrunda vid "grus i maskineriet"},
author = {Wieslander, Malin},
year = {2022},
journal = {Etiska perspektiv på polisarbete},
pages = {251--266},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {poliser; värdegrund},
abstract = {När ett värdegrundsarbete fungerar som avsett, kan det ge stöd och vägledning i det dagliga arbetet. I detta kapitel diskuteras kriterier som är nödvändiga för ett fungerande värdegrundsarbete, oavsett vilken organisation som avses. Med exempel från hur ett arbetslag inom polisen hanterar situationer när det ”skaver” i kollegiala relationer – så kallat ”grus i maskineriet” – lyfts vikten av att värdegrundsarbete sker på lokal nivå i arbetslagen.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_wieslandermalin_2017,
title = {Doing value policy: A local value contract as resource for group norm negotiation},
author = {Wieslander, Malin},
year = {2017},
language = {eng},
keywords = {values; peer-relations; policy},
abstract = {There are many obstacles for employees to introduce discussions about ethical issues at workplaces. Some examples are the significance of maintaining smooth peer-relations and a strong group cohesion, as well as internal power relations. It is argued that in professions with strong ‘esprit de corps’ (such as rescue-services) the importance of friction free scenes supress the ability for various opinions and controversies in everyday discussions. This paper explores how local contracts about common principles on a group level can render opportunities for employees to address and negotiate existing values and norms, especially where there is a perceived suppressed communication climate on an institutional level. The paper focuses on a few cases from a field study in a police district, where some working groups highlighted the importance of continuously revising and discussing values on a group level. Departing from a theoretical perspective that focuses on the significance of social interaction, the paper analyses field observations, field notes and interviews with police employees on a subordinate level and first level managerial position. Artefacts, such as value contracts and an assessment of the contract, are also analysed. The preliminary findings shows how the use of a group contract and the assessment about the contract’s values and norms functions as a resource and creates a discursive space for group members to address and negotiate existing practices.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wieslandermalin_2022_1,
title = {Tystnadskultur och visselblåsare},
author = {Wieslander, Malin},
year = {2022},
journal = {Etiska perspektiv på polisarbete},
pages = {197--215},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {whistle-blowing; poliser},
abstract = {För att komma till rätta med oegentligheter i en verksamhet krävs att dessa vågar dryftas. En tystnadskultur innebär att oegentligheter tystas på grund av en utpräglad oro för att lyfta kritik eller påtala missförhållanden. Men vad består en sådan kultur i och varför har den vuxit fram inom polisen? Det här kapitlet belyser både kulturella och strukturella faktorer inom polisen som bidrar till en tystnadskultur och diskuterar några redskap som kan nyttjas för att skapa ett öppnare samtalsklimat.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wikstrmjosefine_2014,
title = {Motstånd mot nyliberal utbildningspolitik},
author = {Wikström, Josefine},
year = {2014},
journal = {Paletten: Tidskrift för konst},
volume = {297},
pages = {2--7},
language = {swe},
publisher = {Göteborg},
issn = {0031-0352}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wilkesgeorge_2023,
title = {Should Militaries Teach IHL and Ethics Together?: Comparing the attitudes of educators internationally},
author = {Wilkes, George and Lindén, Magnus},
year = {2023},
journal = {Teaching International Law},
language = {eng},
abstract = {This chapter is based on responses from 147 IHL and military ethics educators from around the world to a survey designed to elicit their views on the relationship between the teaching of IHL and ethics in military education. The study was initiated in response to discussions with colleagues teaching law and ethics which highlighted perceived gaps between the teaching of the subjects. The responses from educators instead highlighted broad support for integrating the two subjects, underlining that the aims of both were common, and that both subjects are best taught with a similar view to integrating case studies and to engaging the students through courses designed to inculcate an awareness of the implications of their personal responsibility.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bergsven_2011,
title = {Spegling: Vana, minne och analogiskt tänkande},
author = {Åberg, Sven},
year = {2011},
language = {swe},
publisher = {Santerus förlag - Dialoger},
keywords = {experience transfer; knowledge management; higher education; pianists; tacit knowledge; dialogue seminars; music teaching; analogy; erfarenhetsöverföring; kunskapshantering; pianister; tyst kunskap; omdöme; dialogseminarier; analogi; högskolepedagogik; musikundervisning},
abstract = {I alla yrken ingår något som kan kallas praktisk kunskap, handlingar som bara den som övat kan utföra. Den som lär sig ett yrke lär sig också tolka situationer på ett sätt som gör det möjligt att se vilka handlingar som är ändamålsenliga. Hur lär man sig egentligen detta? Inom konstnärliga utbildningar finns en stark tradition av mästare/lärlingskap som syftar till att utveckla denna typ av kunskap.Bokens utgångspunkt är en serie samtal i dialogseminarieform med sex välrenommerade pianister. De är alla tidigare elever till den legendariske pianoprofessorn Gunnar Hallhagen, känd för sitt raffinerade sätt att använda bildspråk och analogier. Hans ständigt återkommande tema var tolkningens skapelseprocess, hur en musiker kan vara kreativ både gentemot notbildens begränsningar och mot de motoriska och mentala vanor som är grunden för att kunna musicera överhuvudtaget.Pianisternas exempel på överföring av konstnärligt omdöme genom ett analogiskt förhållningssätt har motsvarigheter även inom helt andra områden, till exempel avancerad systemutveckling. Genom att undersöka det kunskapsteoretiska område där olika praktiker kan mötas ger Sven Åberg en insiktsfull syn på den praktiska kunskapens villkor. Medverkande pianister: Love Derwinger, Anders Kilström, Ann-Sofi Klingberg, Stefan Nilsson, Roland Pöntinen och Staffan Scheja.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_7,
title = {Essentialiserande religionsundervisning och behovet av flerdimensionell religionskompetens},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2023},
journal = {Om essentialiserad religionsundervisning. Några kritiska perspektiv, Religion och livsfrågor},
volume = {2},
number = {52},
pages = {9--11},
language = {swe},
keywords = {essentialiserande religionsundervisning; religious literacy; flerdimensionell religionskompetens}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_1,
title = {Vad är religionskunskap? (Rec av Ann-Louise Eriksson (2012): Att predika en tradition. Om tro och teologisk literacy. Lund: Arcus)},
author = {Franck, Olof},
year = {2012},
journal = {Religion och livsfrågor},
volume = {2},
number = {2012},
pages = {15--16},
language = {swe},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_9,
title = {Religious education in a mediatized world},
year = {2017},
language = {eng},
publisher = {W. Kohlhammer GmbH}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2018,
title = {Existence and Education: A Relational and Interactional Model},
author = {Ristiniemi, Jari},
year = {2018},
journal = {Challenging Life: Existential Questions as a Resource for Education},
pages = {227--244},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {interaction; relationality; potentiality; agamben; feuerbach; tillich; innovative learning; innovativt lärande}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2007,
title = {'Battling over Religious Education, Ethics and Values in Education'},
author = {von Brömssen, Kerstin},
year = {2007},
journal = {XIII World Congress of Comparative Education Societies, Sarajevo},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_1992,
title = {Belönat storverk: Bok i dag},
author = {Söderhäll, Bengt},
year = {1992},
journal = {Gefle Dagblad},
number = {25},
language = {swe},
keywords = {philosophy subjects; idé- o lärdomshistoria},
issn = {1103-9302}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2009,
title = {Ett estetiskt perspektiv: Boken},
author = {Söderhäll, Bengt},
year = {2009},
journal = {Gefle Dagblad},
volume = {21},
pages = {21},
language = {swe},
keywords = {yrkeskunnande; practical philosophy; praktisk filosofi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_1998,
title = {"...gott att leva är det..." sa tofsvipan},
author = {Söderhäll, Bengt},
year = {1998},
journal = {Högaktuellt},
volume = {3},
pages = {7},
language = {swe},
keywords = {philosophy subjects}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2004,
title = {Kulturellt kapital - då},
author = {Söderhäll, Bengt},
year = {2004},
journal = {Aftonbladet},
number = {13},
language = {swe},
keywords = {philosophy subjects},
abstract = {Om begreppet 'kulturellt kapital'. På ledarplats i Veckojournalen 1948:23 använder Stig Dagerman begreppet, långt innan Pierre Bourdieus teoribildning formulerats och tagit fäste i akademiska diskurser.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2008,
title = {Med håller jag inte!: debatt},
author = {Söderhäll, Bengt},
year = {2008},
journal = {Gefle Dagblad},
volume = {20},
language = {swe},
keywords = {foucault; rancière; barthes; makt; tänkande; philosophy subjects},
abstract = {Debatt med anledning av Lasse Ekstrands artikel "Diskursernas kamp" om Michel Foucaults tänkande 080915}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_2009_1,
title = {Om några häften: bildning},
author = {Söderhäll, Bengt},
year = {2009},
journal = {Gefle Dagblad},
volume = {17},
language = {swe},
keywords = {högskoleverket; bildning; skrivande; religion; teater; teknologi; practical philosophy; praktisk filosofi},
abstract = {Det där med bildning är omstritt, så pass omstritt att det emellanåt lyser med sin frånvaro till och med inom verksamheter som är till just för att arbeta med bildning och kunskap. Ja, den akademiska världen är ett exempel. I debatten om vad som bör eller ska läsas av det stora skönlitterära arvet vi har att förvalta och resonera om i kritisk belysning, är inte ens sams om att vara osams. En litterär kanon säger somliga skulle bli ett tvång. Andra säger en befrielse. Ännu andra säger att utan ett samtal om en kanon, blir det de som sitter på beslutsrätten som bestämmer. Bildning och kanon. I bildningsrörelsen heter det: Vill du gå framåt, gå i cirkel. Ja, studiecirkel.Högskoleverket har i nio behändiga skrifter gett sig in i den nödvändiga debatten om just bildning och kanon – och då inte endast litterär kanon utan även vad inom matematik, ekonomi, fysik, teater, religion, teknologi och filosofi som är önskvärt att den högre utbildningen tar under luppen. Skrifterna är gratis och kan beställas via Högskoleverkets hemsida på webben.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_1997,
title = {Spännande vandring i filosofins värld: CD-ROM},
author = {Söderhäll, Bengt},
year = {1997},
journal = {Gefle Dagblad},
number = {10},
language = {swe},
keywords = {gaarder; cd-rom; philosophy subjects},
issn = {1103-9302}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_1996,
title = {Uppkäftigt om den nya tekniken},
author = {Söderhäll, Bengt},
year = {1996},
journal = {Gefle Dagblad},
number = {30},
language = {swe},
keywords = {information; philosophy subjects},
issn = {1103-9302}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sderhllbengt_1989,
title = {Vart leder forskningen},
author = {Söderhäll, Bengt},
year = {1989},
journal = {Gefle Dagblad},
number = {27},
language = {swe},
keywords = {framtid. forskning; philosophy subjects},
issn = {1103-9302}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2005,
title = {Islamic education and social development in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2005},
journal = {Structures of Vulnerability, SIDA, Stockholm, 12–14 januari 2005},
language = {eng},
keywords = {islam; kenya; education; study of religions}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_2,
title = {En icke-konfessionell och levande religionsundervisning},
author = {Osbeck, Christina},
year = {2008},
journal = {Religion och livsfrågor, nr 4, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_holmbergulrik_2022,
title = {Frågedriven undervisning för att organisera normativa kunskapspraktiker i SO-ämnena},
author = {Holmberg, Ulrik and Johansson, Patrik and Britton, Thérèse H. and Johansson, Maria and Nordgren, Kenneth},
year = {2022},
journal = {Nordidactica},
volume = {4},
pages = {124--153},
language = {swe},
publisher = {: Karlstads universitet},
keywords = {inquiry; ämnesdidaktisk modell; didaktisk modell; enquiry; frågedriven undervisning; fdu; rekontextualisering; normativ kunskapspraktik; samhällskunskapsdidaktik; historiedidaktik; religionsdidaktik; subject-specific education; ämnesdidaktik},
abstract = {This is a mainly conceptual and argumentative article which presents a model for enquiry-based teaching (Swedish acronym FDU - frågedrivenundervisning). The purpose is to suggest and discuss how enquiry-based teaching can contribute to organising qualified subject teaching in history, religious education and social studies. This is dealt with through two sections. The first section presents a structure for enquiry-based teaching through tested teaching designs in the three subjects, and the second section discusses certain qualities of enquiry-based teaching that we argue should be maintained. Based on actual teaching and teachers' experiences of designing enquiry-based teaching, the article positions FDU as a subject didactic teaching model. Hordern's (2022) framework for normative knowledge practices forms the theoretical starting point for discussing FDU as a subject didactic model that can help teachers in designing, planning, implementing and evaluating qualified subject teaching.The article argues that FDU can be regarded as a normative knowledge practice that is characterised by the qualities of being enquiry-based, prospective, consistent, assessment-oriented, and continuous. },
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_6,
title = {På nya stigar och spår: Mångvetenskapliga perspektiv på skogsfinnarna i Skandinavien},
year = {2024},
language = {swe},
publisher = {Institutionen för moderna språk, Uppsala universitet},
keywords = {skogsfinnar; namnforskning; ortnamnsforskning; finska; finnish; history of religion},
abstract = {På nya stigar och spår. Mångvetenskapliga perspektiv på skogsfinnarna i Skandinavien presenterar nordisk forskning om skogsfinnar, deras historia, näringsliv och kultur. Boken samlar aktuell mångvetenskaplig forskning om skogsfinnarna, vilka varit en förbisedd grupp inom minoritetsforskning. Författarna företräder ämnesområdena kulturgeografi, arkeologi, historia, religionshistoria samt namn- och ortnamnsforskning. Författarna bidrar med nya insikter bland annat genom att kombinera olika typer av käll-material och problematiserar dem utifrån respektive disciplins samlade kunskaper. I introduktionen, del 1 presenteras skogsfinnarna och placeras in i ett geografiskt, ekonomiskt, historiskt och kulturellt sammanhang. Kapitlet ger en forskningshistorisk bakgrund och kontextualiserar antologins forsknings-teman. Här ges också en översikt över finsk migration i Sverige runt år 1600 och placerar in skogsfinnarnas förflyttningar i ett bredare finskt migrations-mönster. Del 2 utforskar det skogsfinska namn- och kulturarvet med särskilt fokus på insamlingsarbete, släkt- och platsnamn. Del 3 fokuserar på markanvänd-ningen i det skogsfinska landskapet och presenterar nya rön inom finn-skogsarkeologins område. Den fjärde delen undersöker kyrkans verksamhet bland skogsfinnar i Gästrikland och Hälsingland (1690–1720), samt i nordvästra Värmland (1765–1810). Kapitlen undersöker kristendomsunder-visningens organisering i dessa områden med särskilt fokus på frågan om undervisningsspråket.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hgerlandtobias_2017,
title = {Den sista måltiden som didaktisk tradition och liturgisk formel},
author = {Hägerland, Tobias},
year = {2017},
journal = {Vetenskapssocieteten i Lund. Årsbok 2017},
pages = {49--63},
language = {swe},
publisher = {Lund : Vetenskapssocieteten i Lund}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2019_1,
title = {Lära och lärande i Svenska kyrkan},
author = {Olson, Maria},
year = {2019},
language = {swe},
publisher = {Svenska kyrkan},
keywords = {lära; tro; existens; att drabbas; dragningskraft; det oväntade; utbildning och lärande; education and learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2019,
title = {Religionsläraruppdrag, ämne och tidsanda - en betraktelse},
author = {Jonsson, Linda},
year = {2019},
journal = {Årsbok & Jubileumsbok 2019},
pages = {54--65},
language = {swe},
publisher = {Malmö : Föreningen Lärare i religionskunskap},
keywords = {religionskunskap; kristendom; sekularisering; läraruppdrag}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ubanimartin_2017,
title = {Contextualising the contribution of RE scholarly communities to the development of RE didactics in Finland over recent decades},
author = {Ubani, Martin},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {87--108},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; scholarly community; school; religious studies and theology},
abstract = {This article will discuss the scholarly communities of religious education in Finland during the past 40 years. In this article I will use material from curricula, dissertations and some key researchers in order to describe the contribution of the scholarly communities in the field of religious education concerning RE. Finally, I point out that multicultural education seems to be beginning to constitute a scholarly community within RE research that could bring dialogue and knowledge-creation in RE research into a new phase.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brtenoddrunmh_2015_1,
title = {Should there be wonder and awe? A three-dimensional and four levels comparative methodology used to discuss the "learning from" aspect of English and Norwegian RE},
author = {Bråten, Oddrun M.H.},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {1--23},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {methodology; comparative studies; england and norway; religious education; learning about and from; religious studies and theology},
abstract = {In this article, I will discuss how the idea of ‘learning about and from’ religion in Religious Education (RE) exist in both the English and Norwegian context. A main purpose of this article is to present a suggested template for comparative studies in religious education, where the discussion of this particular issue serves as example of how this can be applied. This template is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and sub-national processes. The second is the idea of levels of curriculum: societal, institutional, instructional and experiential. A basic criterion for my concept of comparative studies is a conception of comparative studies as studies of developments in specific countries/ nations in a supranational perspective. This methodology provides a framework for capturing different levels of national processes within a supranational context, which I believe are relevant for further international and comparative studies of religion in education.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2008,
title = {Sjundedagsadventisternas friskola i Ekebyholm: The independent school of the Seventh-Day Adventists in Ekebyholm, Sweden},
author = {Aldrin, Viktor},
year = {2008},
journal = {Jenny Berglund & Göran Larsson (red.), Religiösa friskolor i Sverige: Historiska och nutida perspektiv},
pages = {157--169},
language = {swe},
publisher = {Lund : Studentlitteratur}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodcarlmartin_2010,
title = {Grundläggande vetenskapsteori för psykologi och andra beteendevetenskaper.},
author = {Allwood, Carl Martin and Erikson, Martin G.},
year = {2010},
language = {swe},
publisher = {Studentlitteratur},
keywords = {vetenskapsteori; kunskapsteori; forskningsmetod; vetenskapsfilosofi}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_axelsontomas_2021,
title = {“Disagreeing well together”: Konfliktorienterad tolerans i praktik och teori},
author = {Axelson, Tomas and Deldén, Maria},
year = {2021},
language = {swe},
publisher = {Högskolan Dalarna}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2011_1,
title = {Philosophy with children: moral argumentation and the role of pictures},
author = {Backman, Ylva and Haglund, Liza and Gardelli, Viktor and Persson, Anders},
year = {2011},
journal = {Educating for complex thinking through philosophical inquiry},
pages = {12},
language = {eng},
publisher = {Padova : Liguori},
keywords = {bilder},
abstract = {The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bartonekanders_2010,
title = {Pedagogik som sokratisk kvalitetssäkring},
author = {Bartonek, Anders and Cederberg, Carl},
year = {2010},
journal = {Tradition och praxis i högre utbildning},
pages = {99--113},
language = {swe},
publisher = {Huddinge : Södertörns högskola}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_biestagert_2007,
title = {”Det här är min sanning, berätta din.” Dekonstruktiv pragmatism som filosofi för utbildning},
author = {Biesta, Gert},
year = {2007},
journal = {Erfarenheter av Pragmatism},
pages = {47--76},
language = {eng},
publisher = {Lund : Studentlitteratur}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bjrnssongunnar_2009,
title = {Argumentationsanalys: Färdigheter för kritiskt tänkande},
author = {Björnsson, Gunnar and Kihlbom, Ulrik and Ullholm, Anders},
year = {2009},
language = {swe},
publisher = {Natur & Kultur},
keywords = {argument; analys; struktur; bevis; tänka kritiskt; humanities and religion; humaniora och religionsvetenskap; philosophy subjects; education; argumentation; argumentationsanalys; kritiskt tänkande},
abstract = {Ny reviderad utgåva.Att tänka kritiskt är att självständigt ta ställning till rimligheten i påståenden och argument. Det är en ovärderlig förmåga när vi ställs inför frågor där svaren är många och motstridiga och argumentationen pekar i olika riktningar. I sådana situationer kan det vara svårt att skaffa sig överblick över argumenten, ta ställning till deras styrka och göra en samlad bedömning av alternativen. Lyckligtvis är detta svårigheter som går att hantera med just sådana verktyg som Argumentationsanalys erbjuder. Genom att använda dem förbättrar vi vår förmåga att både identifiera argument i text och tal och bedöma deras beviskraft. Den som själv behöver skriva en argumenterande text eller göra ett argumenterande framförande har dessutom god hjälp av bokens metod att åskådliggöra hur olika argument i en viss fråga förhåller sig till varandra. Argumentationsanalys är en teoretisk och praktisk handledning med övningar. Boken riktar sig till studenter i humanistiska och samhällsvetenskapliga ämnen, men också till alla andra som konfronteras med komplicerade argumentationer.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bostrmpetra_2019,
title = {In Search of Themes–Keys to Teaching Qualitative Analysis in Higher Education.},
author = {Boström, Petra},
year = {2019},
journal = {Qualitative Report},
volume = {5},
number = {24},
pages = {1001--1011},
language = {eng},
keywords = {research methods; higher education; qualitative analysis; thematic analysis; pedagogics; social sciences - other topics},
abstract = {Teaching research methods in psychology involves communicating a number of methods stemming from diverse philosophical traditions. The process of searching for themes is a central part of various qualitative methods of analysis and involves the transformation of coded raw data into a thematic structure. This process has often been briefly described which can create a problem for students who encounter qualitative analysis for the first time. The aim of the present paper is to explore how the process of transforming codes into a thematic structure can be described and communicated through higher education teaching. Literature on research methods and related teaching methods was explored and subsequently related to experiences of teaching and using qualitative methods in research. The essay-writing process was used to develop a language and pedagogical methods for teaching of thematic analysis. The reflective journey started off with concepts such as sorting and using visual tools found in the literature review, and continued with more active concepts such as abstracting and re-organising. I found the illumination of dominating epistemologies in psychological research to be a key element for understanding a more fundamental problem impeding students’ learning processes. The reflective journey ended in a proposition of teaching exercises aimed at encouraging students’ research creativity.},
issn = {1052-0147}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_brodinevamaria_2008,
title = {Critical Thinking in Scholarship: Meanings, Conditions and Development. Revised Edition.},
author = {Brodin, Eva Maria},
year = {2008},
language = {eng},
publisher = {Verlag Dr Müller},
keywords = {education; theory of science; vetenskapsteori}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_brorstrmbjrn_2011,
title = {Från Högskolan i Borås till Humboldt, volym 2},
author = {Brorström, Björn and Sundeen, Johan and Lindh, Maria and Torhell, Catta and Myrdal, Janken and Calmfors, Lars and Ruin, Hans and Tholin, Jörgen and Nolin, Jan},
year = {2011},
language = {swe},
publisher = {Högskolan i Borås},
abstract = {Bildningsbegreppet har åter blivit föremål för livlig debatt. I denna rapport finns fem föreläsningar om ett bildningbegrepp för vår tid dokumenterade. Janken Myrdal skriver om de två kulturerna – humanvetenskap och naturvetenskap; Lars Calmfors diskuterar bildningsbegreppets plats i den nationalekonomiska disciplinen; Hans Ruin analyserar förhållandet mellan Wilhelm von Humboldts förståelse av översättandets problem och dennes bildningssyn; Jörgen Tholin redogör för hur Högskolan på Gotland ska bli Sveriges främsta lärosäte för modern bildning och avslutningsvis reflekterar Jan Nolin över vilka följder som övergången från tryckt till digital publicering kan få för vetenskapssamhället.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_carlsonsa_2017,
title = {The Standard Account of Intentional Action Challenged by Emotion},
author = {Carlson, Åsa},
year = {2017},
journal = {Kunskap Motstånd Möjlighet},
pages = {363--382},
language = {eng},
publisher = {Halmstad : Molin & Sorgenfrei}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_cutasdaniela_2008,
title = {On protecting and enhancing procreative autonomy},
author = {Cutas, Daniela},
year = {2008},
journal = {9th World Congress of Bioethics},
pages = {2008},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2022,
title = {Confessions of a causal determinist, or some preliminary notes on a pedagogy of 'as if'},
author = {Dahlbeck, Johan},
year = {2022},
language = {eng},
keywords = {'as if'; hans vaihinger; agential control; teaching; educational fictions; illusions},
abstract = {This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and their experience of suffering from lack of control. A fiction, it is argued, is different from an illusion in that fictions can be affirmed without being believed. Unlike illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2021,
title = {Indoktrinering som pedagogiskt verktyg},
author = {Dahlbeck, Johan},
year = {2021},
journal = {Skola och samhälle},
volume = {2021},
pages = {11},
language = {swe},
publisher = {: Föreningen skola och samhälle},
keywords = {indoktrinering; spinoza; utbildning; medborgarfostran},
abstract = {Utbildning handlar i stor utsträckning om att förmedla kollektiva berättelser som å ena sidan är engagerande och intresseväckande och å andra sidan skildrar världen vi lever i på ett relevant sätt. Här kan den tidiga moderna politiska filosofins insikter kring indoktrinering som politiskt styrmedel vara något att dra lärdomar av, menar utbildningsforskaren Johan Dahlbeck.},
issn = {2001-6727}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2024,
title = {Plato's Republic as Expedient Fiction},
author = {Dahlbeck, Johan},
year = {2024},
language = {eng},
keywords = {plato; the republic; expedient fictions; hans vaihinger; fictionalism; philosophy of education},
abstract = {While it is well known that Plato’s Republic contains arguments both for and against the use of fictions in education (376e–398b), it is less widely recognized (at least in an educational context) that the entire premise of the Republic is a fictional endeavor set up to arrive at the truth of justice in itself. This, in fact, corresponds well with Hans Vaihinger’s conception of the purpose of an expedient fiction, being a fiction that is specifically geared at facilitating the process of truth-striving. As such, this paper argues that the Republic is best read as an expedient fiction, constructed so as to render the truth of justice within grasp of the understanding of the less-than-fully rational (i.e., ordinary) reader.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2023,
title = {Rousseau's lawgiver as a pedagogical fiction},
author = {Dahlbeck, Johan and Lilja, Peter},
year = {2023},
language = {eng},
keywords = {rousseau; lawgiver; pedagogical fiction; the general will; the social contract},
abstract = {In this essay, we argue that Rousseau’s lawgiver is best thought of as a pedagogical fiction. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes “an undertaking beyond human strength and, to execute it, an authority that amounts to nothing” (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for subsuming individual wills under the general will, and for aligning the good of the individual with the common good. For the social contract to be valid, however, it needs to be preceded by a desire to belong to a moral community that can induce people to join willingly, and that will grant legitimacy to the laws established. If the social contract is the machinery that makes the body politic function, the lawgiver is “the mechanic who invents the machine” (II.7; 191). In this paper we will look closer at the pedagogical functions of Rousseau’s mythical lawgiver by first examining the relationship between the social contract, the general will and the lawgiver. Then, we aim to flesh out a pedagogical understanding of the figure of the lawgiver by way of the two educational dimensions of accommodation and transformation. Finally, we will argue for the importance of understanding Rousseau’s lawgiver as a fictional device allowing for the fundamental and enduring educational task of balancing between the preservation and renewal of society. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2025,
title = {Spinoza, storytelling, and the pedagogical importance of ingenium},
author = {Dahlbeck, Johan},
year = {2025},
language = {eng},
keywords = {spinoza; ingenium; storytelling; philosophy of education},
abstract = {This invited talk was given as part of the Societas Spinozana lecture series STORIA ED EDUCAZIONE NELL’ETÀ MODERNA:SPINOZA E DINTORNI organized and curated by Marta Libertà De Bastiani and Alessio Lembo on November 6, 2025. The theme of the talk was to explore the pedagogical importance of Spinoza's concept of ingenium and how this impacts the relation between storytelling and truth-striving in a pedagogical setting.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_eriksonmarting_2013,
title = {Från Högskolan i Borås till Humboldt, volym 3},
author = {Erikson, Martin G and Johannisson, Jenny and Nolin, Jan and Sandman, Lars and Sundeen, Johan and Svengren Holm, Lisbeth},
year = {2013},
language = {swe},
publisher = {Högskolan i Borås},
abstract = {Denna rapport är den tredje i ordningen som har sin upprinnelse i Humboldtuniversitetets 200-årsjubileum och i ambitionen att föra en kvalificerad diskussion om vilka roller som högskolor och universitet spelar idag. Rapporten ägnar särskild uppmärksamhet åt fenomenet tvärvetenskap och de utmaningar som en sådan ansats innebär, men den för också upp grundläggande principfrågor om akademiska friheter och värden till diskussion.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2011_1,
title = {Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation},
author = {Gardelli, Viktor and Persson, Anders and Haglund, Liza and Backman, Ylva},
year = {2011},
journal = {Educating for complex thinking through philosophical inquiry},
pages = {13},
language = {eng},
publisher = {Padova : Liguori},
keywords = {kommunikation; värdering; utbildning; skolan},
abstract = {In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gatleyjane_2023,
title = {Introduction},
author = {Gatley, Jane and Norefalk, Christian},
year = {2023},
journal = {Conceptual Engineering in Education},
language = {eng},
publisher = {: Brill Academic Publishers},
keywords = {analytic philosophy; conceptual engineering; conceptual analysis; education},
abstract = {A vision for analytic philosophy of education was set out by its pioneers in the 1960s but its methodology has seldomly been revisited in-depth. In the meantime, progress has been made in how analytic philosophy is understood in philosophy departments. We hope that this book re-ignites a discussion about what analytic philosophy of education is, and why it is valuable. We also hope that this book provides a positive vision for analytic philosophy of education going forward. As conceptual engineers, analytic philosophers of education pursue conceptual clarity, but not at the expense of normative concerns, questions of value, or the real-world effects of educational concepts. Achieving this balance can involve engineering new concepts, ameliorating existing concepts, eliminating problematic concepts, or arbitrating between competing concepts. While checks and balances are needed to avoid overengineering, harmful engineering, inappropriate engineering, or loss of clarity, we hope that the book provides examples of how this can be done in its carefully considered applied chapters.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_hagenniclas_2017,
title = {Agentiell realism och diffraktiv analys: Öppet seminarium om agentiell realism och diffraktiv analys med Mattias Nilsson Sjöberg, doktorand i pedagogik, Lunds universitet.},
author = {Hagen, Niclas and Punzi, Elisabeth},
year = {2017},
journal = {Öppet seminarium inom ramen för Medicinsk humaniora},
language = {swe}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_haglundliza_2004,
title = {Öppet sinne, stor respekt: handledning : att föra filosofiska samtal med barn om Barnkonventionens grunder},
author = {Haglund, Liza and Persson, Anders and Bernholm, Maria},
year = {2004},
language = {swe},
publisher = {Rädda barnen},
keywords = {barnens rättigheter – pedagogiska aspekter}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_holmbergkristina_2016,
title = {Snacking on Knowledge and Feel Good: Challenging discourses on arts in education},
author = {Holmberg, Kristina and Zimmerman Nilsson, Marie-Helene and Ericsson, Claes and Lindgren, Monica},
year = {2016},
journal = {European Journal of Philosophy in Arts Education},
volume = {1},
number = {1},
pages = {38--67},
language = {eng},
keywords = {arts in education; music education; education; discourse analysis; late modernity; social constructionism; discourse},
abstract = {The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.},
issn = {2002-4665}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hultbergjohn_2005,
title = {Behöver lärare ett ämne? Om ämnesval och vetenskapsideal inom en utbildningsvetenskaplig domän},
author = {Hultberg, John and Claesson, Silwa},
year = {2005},
journal = {Pedagogisk Forskning i Sverige},
volume = {1},
number = {11},
pages = {1},
language = {eng}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_hllandermarie_2022,
title = {Är det dags att uppvärdera skammen?},
author = {Hållander, Marie},
year = {2022},
language = {swe},
publisher = {Sverige Radio},
keywords = {utbildningsvetenskapliga studier; studies in the educational sciences}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_hglundlars_2010,
title = {Från Högskolan i Borås till Humboldt, volym 1},
author = {Höglund, Lars and Persson, Bengt and Nyström, Maria and Forsgren, Olov and Sarv, Hans and Hallnäs, Lars and Torhell, Catta and Brorström, Björn and Sundeen, Johan and Lindh, Maria and Benner, Mats and Liedman, Sven-Eric and Sahlin, Kerstin},
year = {2010},
language = {swe},
publisher = {Högskolan i Borås},
abstract = {Under våren 2010 genomfördes en serie om fyra seminarier med namnet ”Från Högskolan i Borås till Humboldt: Perspektiv på universitetsidén under 200 år”. Det primära syftet var att diskutera den svenska högskolans roller i en tid präglad av stora förväntningar och motsägelsefulla krav på akademin. Denna rapport utgör en dokumentation av seminarieseriens innehåll. Professor Sven-Eric Liedman skriver med samtidskritisk udd om universitetens historia; professor Mats Benner beskriver och analyserar fyra historiska idealtyper av universitet samt belyser det förändringstryck som högskolesektorn verkar under; professor Kerstin Sahlin riktar intresset mot hur universitet skiljer sig från andra organisationer och ger sin bild av hur detta faktum bör återspegla sig i besluts- och ledningsstrukturer. Seminarieserien och rapporten är ett led i Högskolan i Borås kontinuerligt pågående självreflektion och arbete med frågor som rör professionslärosätets identitet och profil. I rapportens senare del presenteras sex korta reflektioner om och/eller seminarieseriens teman utifrån Högskolan i Borås horisont. Reflektionerna är skrivna av professorer från alla högskolans sex institutioner.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_idestrmjonas_2022,
title = {”Det här är något vi måste göra”: Teologisk aktionsforskning och ett transitboende},
author = {Ideström, Jonas},
year = {2022},
journal = {Deltagarbaserad aktionsforskning},
pages = {251--272},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {praktisk teologi med religionsbeteendevetenskap; practical theology including religious behavioural sciences}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2016_3,
title = {Difficulties of the Will: Philosophy of education through children's literature},
author = {Johansson, Viktor},
year = {2016},
journal = {Philosophy and theory in educational research},
pages = {74--82},
language = {eng},
publisher = {London : Routledge},
keywords = {education; method; children's literature; interkulturella studier; intercultural studies; education and learning; utbildning och lärande}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2013,
title = {"I am scared too": Children's Literature for an Ethics beyond Moral Concepts},
author = {Johansson, Viktor},
year = {2013},
journal = {The Journal of Aesthetic Education},
volume = {4},
number = {47},
pages = {80--109},
language = {eng},
issn = {0021-8510}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2017,
title = {The State of the Learning Soul: An essay on Literature and Humanities in and as Educational Research},
author = {Johansson, Viktor},
year = {2017},
language = {eng},
keywords = {literature; humanities; educational research; heidegger; cavell; knausgård; hamsun; education},
abstract = {In this essay I explore and demonstrate the possibility of a poetical and literary form of educational research, where literature and philosophy can be as prominent as social science, political theory, or psychology. How can educational research can be informed by the humanities, and its methods, or by aesthetic, poetic, forms of expression, to disclose the existential dimensions of learning; or, if it is possible, pave the way for thinking of educational research as a form of poetry in itself? In the first part of the essay I explore how this poetic educational research can be thought of as investigating of what the Norwegian novelist Knut Hamsun calls “the state of the soul”. I exemplify the approach through Cora Diamond’s notion “moral adventure” in encounters with ethically controversial authors and texts, such as Hamsun’s and Karl Ove Knausgård’s autobiographical novels, and Heidegger’s philosophy and notebooks. In the second part I continue to explore the role of the humanities in educational research through a discussion Stanley Cavell’s philosophical autobiography. In the third and final part I give an example of educational research that emerges out the readings of a picture book in order to further demonstrate what exploring the state of the learning soul can involve.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_leijonhufvudsusanna_2015,
title = {The Music Teacher in the Nexus of Art Origin},
author = {Leijonhufvud, Susanna and Thorgersen, Cecilia Ferm},
year = {2015},
language = {eng},
keywords = {musikvetenskap med musikpedagogisk inriktning; musicology esp. musical education; musikpedagogik}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2011_1,
title = {Teaching Religion for Future Teachers in Religious Education: Co-existence, Diversity and Sustainability from a Swedish Perspective},
author = {Liljefors Persson, Bodil},
year = {2011},
language = {eng},
keywords = {teaching; religious education; sustainability; curricula; co-existence; diversity; religious didactics; academic study of religion; syllabuses; textbooks; swedish re},
abstract = {Abstract: This paper aims to contribute to the international stage for Public Religion Education and Education for teachers in RE. First, this paper summarizes briefly the historical context of Swedish Religion Education in both elementary and secondary education, as well as in the former teacher education for Religion Education. The new National syllabuses for RE in compulsory school and upper secondary school is summarized and presented with a focus on important changes from earlier syllabuses. Especially the position of world religions in the syllabuses will be highlighted and compared with former national syllabuses? Secondly, a contextual and comparative approach will be employed to analyze some of the Textbooks in RE from both compulsory school and upper secondary school. What are the main themes and perspectives found in the Textbooks regarding World religions? What other examples of RE-content is found in these Textbooks? What is missing? Finally, some reflections regarding which didactic choices that are important in classrooms of diversity and how can we teach religion in an ever changing world will be presented? These are questions that will be put at stake in this paper that concentrates on the Swedish Religion Education discourse of today.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lundinjohana_2023,
title = {Motståndet mot Frälsningsarmén som normbrytare i sekelskiftets Sverige},
author = {Lundin, Johan A.},
year = {2023},
journal = {Religion och samhällsförändring},
pages = {19--32},
language = {swe},
publisher = {Stockholm : Liber},
keywords = {religion; frälsningsarmén},
abstract = {I nutida ögon ter sig Frälsningsarmén som en ganska harmlös religiös organisation, men så har det inte alltid varit. När rörelsen etablerades under 1800-talets sista decennier sågs den som väldigt utmanande och radikal. Utmärkande för Frälsningsarmén var nämligen att kvinnor hade rätt att predika, något som i samtiden var förbehållet män i andra religiösa sammanhang. Organisationen byggde dessutom på en radikal tanke om jämlikhet, både män och kvinnor hade tillträde till de högre posterna i armén.Frälsningsarmén skapade därmed nya handlingsutrymmen för kvinnor som bröt mot samtidens konventioner. Kvinnorna i armén bar militära uniformer, spelade musik i offentliga sammanhang och att rörde sig fritt bland samhällets utsatta, vilket väckte mycket förargelse.I mitt kapitel undersöker jag motståndet mot Frälsningsarmén som normbrytare årtiondena runt sekelskiftet 1900. Här uppmärksammas dels olika stridsskrifter som vände sig mot kvinnliga frälsningssoldaters agerande, dels det våld tvingades möta i offentligheten.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfcamilla_2024,
title = {Chaos As A Common Good?: On Circus Pedagogy For Children And Youth On The Move},
author = {Löf, Camilla},
year = {2024},
journal = {MuseumEdu},
volume = {8},
pages = {270--280},
language = {eng},
publisher = {Volos : Museum Education and Research Laboratory, University of Thessaly, Greece},
keywords = {circus; commons; chaos; circus pedagogy; children on the move},
abstract = {As a target-group, dislocated children are pointed out as a particularly vulnerable in society. Over the past few years, Social Circus has developed as a supportive practice for children on the move. The emerging body of research report on social, and health benefits of circus interventions (see f. ex.Bessone, 2017; Bolton, 2004; Löf, 2021; Spiegel, 2019). However, there is still a need to explore Social Circus from a pedagogical perspective. Drawing upon a 1,5 year-long ethnographic fieldwork with a Swedish Social Circus program in asylum accommodations, this paper aims to explore ‘commons’ (Pechtelidis and Kioupkiolis, 2020) in circus pedagogy for children on the move. The analysis revolves around an understanding of teachers and participants as ‘commoners’, engaged in circus as a ‘commoning practice’. In the results ‘chaos’ stands out as a ‘common good’ in circus pedagogy, viewed upon as a catalyst for freedom and creativity},
issn = {2408-0748}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2018,
title = {Policy Evaluation and Mixed Methods},
author = {Matta, Corrado},
year = {2018},
language = {eng},
keywords = {policy evaluation; mixed methods; mechanistic models; integration; practical philosophy; education},
abstract = {In this paper, I assess the claim that mixed methods are especially appropriate methods for evaluating policy. The aim of my discussion is to clarify in what way mixing different methods can be instrumentally beneficial when evaluating policy initiatives. Social researchers concerned with the issue of evaluation have claimed on many occasions that mixed methods are especially appropriate for the aim of building program theories (Chen 2006; White 2008, 2009). A program theory is a model of a policy intervention that represents the intervention, its context and its outcome as a causal chain. The primacy of mixed methods as a specifically appropriate methodological approach for program theory has been justified in a contrastive way. As it is claimed, evaluation based on statistical studies can only account for the effect of an intervention on a particular phenomenon (White 2008). In contrast, program theory requires understanding how the intervention generated the measured effect (Chen 2006). For this reason, it has been claimed that effect size studies must be complemented with studies that provide an account of the causal path or mechanism that leads from the intervention to the outcome in its original context. It is interesting to note that several philosophers have shared this concern about certain statistical methods (Cartwright 2007; Grüne-Yanoff 2016; Runhardt 2015). However, the literature concerning mixed methods shows that the very term “mixed methods” is vague, covering a plethora of different techniques for the collection and analysis of empirical data. Therefore, it is implausible to think that the simple use of any mixed method is a sufficient condition for avoiding the limitation of statistical methods and for providing a good program theory. This poses a problem for the assessment of the claim of the superiority of mixed methods for program evaluation. In order for circumventing this problem, I categorize the mixed methods in groups, according to their characteristic integration strategy. The literature on mixed methods typically distinguishes three such strategies: i) method integration ii) data integration iii) model integration. The next step in my argument consists in the definition of a criterion for the explanatory aims of program theory. As it is claimed in the literature about program theory, an appropriate model of a program ought to describe some mechanism connecting the intervention to its outcome. Following Cartwright and Stegenga (2012), I define a mechanism as an answer to a how-question that accounts for the INUS condition (Insufficient but Necessary parts of Unnecessary but Sufficient conditions) that influence the outcome of the intervention. Therefore, the capability of the integration strategies to account for mechanisms can be assessed by comparing their capability of accounting for INUS conditions. Using examples from the evaluation of a large-scale professional development program for mathematics teachers recently introduced in Sweden, I proceed with the comparison of integration strategies. References Cartwright, Nancy. 2007. “Are RCTs the Gold Standard?” BioSocieties 2 (1): 11–20. Cartwright, Nancy, and Jacob Stegenga. 2012. A Theory of Evidence for Evidence-Based Policy. Oxford University Press/The British Academy. Chen, Huey T. 2006. “A Theory-Driven Evaluation Perspective on Mixed Methods Research.” In Research in the Schools, 75–83. Grüne-Yanoff, Till. 2016. “Why Behavioral Policy needs Mechanistic Evidence.” Economics & Philosophy 32 (3): 463–83. Runhardt, Rosa W. 2015. “Evidence for Causal Mechanisms in Social Science: Recommendations from Woodward’s Manipulability Theory of Causation.” Philosophy of Science 82 (5): 1296–1307. White, Howard. 2008. “Of Probits and Participation: The Use of Mixed Methods in Quantitative Impact Evaluation.” IDS Bulletin 39 (1): 98–109. ———. 2009. “Theory-Based Impact Evaluation: Principles and Practice.” Journal of Development Effectiveness 1 (3): 271–284.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2004,
title = {Att forska i praktiken: En kunskapsöversikt och en fallstudie},
author = {Mattsson, Matts},
year = {2004},
language = {swe},
publisher = {Kunskapsföretaget, Uppsala},
keywords = {aktionsforskning; praxisforskning; dialogisk forskning; forsknings- och utvecklingsprojekt; education; theory of science; vetenskapsteori},
abstract = {Praxis-related research – a survey and a case study is an analysis of the relation between research and development. The survey is summarized in terms of various research strategies more or less oriented towards theory, social action, dialogue and participation. Quoting Kurt Lewin “Research that produces nothing but books will not suffice” the author explores the role of research, researchers and co-researchers in a social and pedagogical context. What research methods can be used to involve other people in a research project? What makes a project "scientific"? How does it bring about a change? What about participatory research? Referring to Reason and Bradbury, Zeichner and Noffke, Carr and Kemmis, Alvesson and Deetz the author outlines criteria for assessing praxisrelated research.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2006_1,
title = {Hur bedöma praxisorienterad forskning?},
author = {Mattsson, Matts},
year = {2006},
journal = {Verklighet, verklighet},
pages = {198--223},
language = {swe},
publisher = {: Norstedts akademiska förlag, Stockholm},
keywords = {universitetsforskare; praxisforskare; fou-forskare; barfotaforskare; education; theory of science; vetenskapsteori},
abstract = {Författaren diskuterar olika kunskapsstrategier: fundamental ansats, praxisorienterad ansats, forsknings- och utvecklingsarbete, informella läroprocesser. Avslutningsvis presenteras några olika bedömningsgrunder för praxisorienterad forskning.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2007,
title = {Praxis-related research: Serving two masters?},
author = {Mattsson, Matts and Kemmis, Stephen},
year = {2007},
journal = {Pedagogy, Culture and Society},
volume = {2},
number = {15},
pages = {185--214},
language = {eng},
keywords = {action research; participation; praxis; criteria; evaluation; empeiria; phronēsis; education; theory of science; vetenskapsteori},
abstract = {This article elucidates criteria which might be helpful in evaluating praxis-related research. We explore both sides of the Research & Development project; we examine different ways of understanding contributions to knowledge through research but more especially exploring ideas about contributions to changing praxis. Changing praxis necessarily involves changing not only each participant as an individual actor, but changing patterns of activity. In most praxis-related research, this is pursued by involving a widening range of participants in a setting. This poses the further problem that the rippling effects of the project are not entirely under the researcher’s control. Thus, as our title suggests, praxis-related research serves two masters: very often, R & D projects aim to make contributions to social science; generally, they also aim to make contributions to the world of human affairs. Different criteria are appropriate for judging each.},
issn = {1468-1366}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2008_3,
title = {Reflections on Enabling Praxis: A different meaning of Praxis},
author = {Mattsson, Matts and Ax, Jan and Ponte, Petra and Rönnerman, Karin},
year = {2008},
journal = {Enabling praxis},
pages = {243--262},
language = {eng},
publisher = {: Sense Publishers, Rotterdam},
keywords = {strategies; praxis development; epistēmē; technē; phronēsis; education; theory of science; vetenskapsteori},
abstract = {Reflecting on the neo-Aristotelian perspective and the issues in the edited volume, Enabling Praxis (Kemmis & Smith, 2008), Mattsson discusses a different meaning of praxis. Based on the examples and cases presented Mattsson outlines six strategies for praxis development: "the agent as a role model", the reflective practitioner", "a collaborative approach", "an indirect approach focusing on practice architectures", "an indirect approach supporting professional development" and "an activist approach". Mattsson argues that praxis development requires well experienced agents that have a broad repertoire of strategies.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonmatts_2001,
title = {Stenar under vattenytan: Forsknings- och utvecklingsarbete problematiserat},
author = {Mattsson, Matts},
year = {2001},
language = {swe},
publisher = {Studentlitteratur, Lund},
keywords = {praxisorienterad forskning; fundamental ansats; forsknings- och utvecklingsarbete; education; theory of science; vetenskapsteori},
abstract = {Forsknings- och utvecklingsarbete (FoU) är ett svårfångat fenomen. Hur skiljer sig FoU från andra, mera etablerade former för kunskapsproduktion? Vad menas med en fundamental respektive en praxisorienterad ansats? Hur kan man se på relationen mellan forskning, utbildning och utveckling? Hur kan forskare och praktiker samarbeta på fältet? Författaren diskuterar FoU med stöd av olika forskare bl.a. Carol Weiss, Donald A Schön, Paulo Freire och Pierre Bourdieu. Ett särskilt kapitel handlar om aktionsforskning och självförvaltande forskning. Boken avslutas med beskrivningar av två fall som visar hur forskning och utvecklingsarbete kan kombineras i praktiken.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_mrdnbjrn_2002,
title = {Pragmatism som ett sätt att förstå arbetsintegrerat lärande},
author = {Mårdén, Björn},
year = {2002},
language = {swe},
publisher = {Högskolan Trollhättan/Uddevalla},
keywords = {pragmatism; arbetslintegrerat lärande; philosophy subjects; education; arbetsintegrerat lärande; work integrated learning; pedagogics}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2019_1,
title = {National differences in policy – similar practices?},
author = {Niemi, Kristian and Bråten, Oddrun M. H.},
year = {2019},
language = {eng},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssondaniella_2015,
title = {To Colorize a Worldview Painted in Black and White– Philosophical Dialogues to Reduce the Influence of Extremism on Youths Online},
author = {Nilsson, Daniella and Gardelli, Viktor and Backman, Ylva and Gardelli, Teodor},
year = {2015},
journal = {International Journal of Humanities and Social Science},
volume = {1},
number = {5},
pages = {64--70},
language = {eng},
publisher = {: Center for Promoting Ideas (CPI)},
keywords = {democracy; philosophical dialog; youth; extremism; propaganda; online; internet; filosofi med barn; filosofiska samtal; dialog; demokrati; education},
abstract = {A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. The arguments are based on stated requirements for problem solutions given by experts in violent political extremism, recent research about the effects of philosophical dialogue in young persons’ thinking skills, and parts of the basic theoretical framework of Philosophy for Children. Philosophical dialogues seem a promising way for young people to achieve a stronger democratic awareness and a more tenacious resistance against extremist views online.},
issn = {2220-8488}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2018_1,
title = {Alain Badiou and ADHD; the 'Two scene of love' versus neurobehaviorism},
author = {Nilsson Sjöberg, Mattias},
year = {2018},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2025,
title = {Against 'Non-Functionalist' Education: The Telic and Deontic Function(s) and (Non-)Instrumental Value(s) of Education},
author = {Norefalk, Christian},
year = {2025},
language = {eng},
keywords = {education; functionalism; institution; instrumentalism; value},
abstract = {It has become quite common within educational theory to highlight the non-instrumental and non-functionalist value of education. In this paper I ask if there can be any education without function and in what way, if any, human action, such as e.g. teaching, educating, learning or studying can be said to be non-instrumental and intrinsically valuable. R. S. Peters and Paul Hirst has argued that the pursuit of truth is intrinsically valuable and more recently Jan Masschelein and Maarten Simons argues that formation through study is not functional because it has to do with ‘knowledge for the sake of knowledge and skills for the sake of skills’ (p. 79). The purpose is not to argue that things cannot be valuable for their own sake. It is rather to stress the importance to distinguish between telic and deontic functions as well as between intrinsic and non-instrumental value and extrinsic and instrumental value. To make these distinctions I draw on previous work that has been done by Christine Korsgaard (1996) and Jane Gatley (2021) as well as social ontology. An additional question that arises from these distinctions is what kinds of values that can be considered as educationally valuable.First, I present some well-known arguments for the intrinsic value of education and aims of education. I then introduce a distinction between deontic and telic functions from the field of social ontology. Next, I draw on previous distinctions being made between intrinsic and non-instrumental value and extrinsic and instrumental value. Finally, I argue that it is questionable if any human action, such as e.g. teaching, educating, learning or studying can be said to be intrinsically valuable and non-functional. It is also questionable if social kinds can exist without a function. Consequently, because education is indeed a social phenomenon it always has a function, and the value of education is rather instrumental and/or extrinsic than intrinsic.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2024,
title = {Bildung and the Tree Analogy: Defending the Kantian aspiration},
author = {Norefalk, Christian},
year = {2024},
language = {eng},
keywords = {aspiration; bildung; education; enlightenment; kant; maturity; metaphors; progress; striving; tree analogy; upbringing},
abstract = {The aim of this paper is to defend the Kantian normative idea of aspiring towards maturity, freedom, and universal morality, against a recent criticism of Kant’s tree analogy, put forward by Morten Korsgaard. The aim is not to defend the tree analogy as such. Neither is it an attempt to argue against metaphors as such. It is rather to point out a more general problem of building an argument from the use of metaphors as premises, and to highlight the necessity of separating content from logical form, as well as descriptive empirical assumptions from normative aspirations. I first give summary of Kant’s tree analogy and give it some context in relation to more mechanistic analogies as well as more atomistic social contract ideas from the enlightenment. Secondly, I point out some general problems of using metaphors as premises for building an argument. In the third part I turn to what I think are the more particular problems in Korsgaard’s reasoning about Kant’s analogy in relation to what Korsgaard refers to as “the capitalist logic of progress”. Finally, I will end the paper by showing why Kant's aspiration for maturity is worth defending. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2023,
title = {Piecemeal Mending and Ameliorative Conceptual Engineering in Education},
author = {Norefalk, Christian},
year = {2023},
language = {eng},
keywords = {amelioration; conceptual ethics; education; ideology; piecemeal mending}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2025_1,
title = {The Right to Education in Sweden and Finland: A Right to What?},
author = {Norefalk, Christian and Sjögren, Hanna},
year = {2025},
language = {eng},
abstract = {Homeschooling, which can be defined as “the practice of families choosing to wholly or partly educate their children in settings other than schools” (Myers, 2020, p. 212), is profoundly restricted in Sweden, but to different degrees permitted in all other Nordic countries (Eurydice, 2018). It is therefore reasonable to assume that the very meaning of ‘the right to education’ have come to stand for different things in the different countries, with potential consequences for the relationship between families, schools and the state across the different nations. National configurations of the relation between families, schools, and the state have consequences for individual citizens in each Nordic state. In this paper we argue that there is a need for clarifying the meaning of education in relation to homeschooling in a Nordic context, that can bring about a more nuanced and precise language to talk about the right to education. We use different philosophical perspectives on education, as well as educational policy on homeschooling in Sweden and Finland to discuss different understandings of the right to education in the Nordics. Essential for developing a more nuanced and precise language to talk about the right to education is the insight that the right to education can be approached in different ways and is relevant from the perspective of various fields such as law, ethics, and history, as well as political science and sociology among others. From a pedagogical and philosophy of education perspective, the question of how education should be understood becomes central in the talk about the right to education (see e.g. Dewey’s ‘education as growth’, Peters’ ‘education as initiation’, Illich’s ‘deschooling’, Curren’s ‘initiation into practices that express human flourishing’ and Masschelein’s & Simons’ ‘defence of the school’). Despite this, there has been little discussion of the notion of education underpinning this right. Therefore, a more considerable attention needs to be given not just to the implementation of the right, but also to its conceptualization (McCowan, 2010 & 2012). How can we understand the right to education in relation to pedagogical relations, upbringing, Bildung, schooling and learning goals? On the one hand, education is often considered synonymous with schooling, and it is easy to miss both the complexity of a student's school experience and a broader understanding of how the concept of education can be understood (McCowan, 2012). In most parts of the world, schools are seen as natural, self-evident and inevitable (Papastephanou, 2014) and in Sweden, public schooling under a national curriculum is compulsory for all children. On the other hand, education is also often understood as reaching some specified learning goals. In the Finnish context, the obligation to learn means that instead of participating in the teaching organized through official schools, a person can acquire knowledge equivalent to the basic education by, for example, studying at home. This is referred to as “hemundervisning” (["home teaching"] i.e. homeschooling). However, the focus is on learning outcomes and knowledge goals rather than on the pedagogical process itself. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2011,
title = {Fast för att inte förflyktigas? Om skolans värdegrund},
author = {Nykänen, Pia},
year = {2011},
journal = {Tidskrift för politisk filosofi},
volume = {3},
number = {2010},
pages = {18--31},
language = {swe},
keywords = {lpo 94; tolerans; värdegrund},
issn = {1402-2710}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2008,
title = {Värdegrund},
author = {Nykänen, Pia},
year = {2008},
journal = {Liedman S-E, Tännsjö T, Westerståhl D (red.). Den svårfångade relativismen. En uppslagsbok},
pages = {234--235},
language = {swe},
publisher = {Stockholm : Bokförlaget Thales},
keywords = {värdegrund; lpo 94; tolerans}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_nyknenpia_2009_1,
title = {Värdegrund, demokrati och tolerans. Om skolans fostran i ett mångkulturellt samhälle},
author = {Nykänen, Pia},
year = {2009},
language = {swe},
publisher = {Bokförlaget Thales},
keywords = {demokrati; dewey; fostran; habermas; kymlicka; lpo 94; mångkulturalism; tolerans; värdegrund}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_orleniuskennert_2004,
title = {Gårdagens elever utbildar morgondagens vuxna},
author = {Orlenius, Kennert},
year = {2004},
journal = {Etik i princip och praktik. En antologi om yrkesetik},
pages = {17--25},
language = {swe},
publisher = {Stockholm : Lärarförbundet & Lärarnas Riksförbund},
keywords = {yrkesetik; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonandersj_2005,
title = {Rättigheter och att samtala med barn om deras rättigheter},
author = {Persson, Anders J. and Haglund, Liza},
year = {2005},
journal = {Barns rätt till kultur},
pages = {30--44},
language = {swe},
publisher = {Stockholm : Centrum för barnkulturforskning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonerik_2015,
title = {Sokratisk dialog som pedagogisk metod},
author = {Persson, Erik},
year = {2015},
journal = {Filosofisk Tidskrift},
volume = {2},
number = {36},
pages = {13--19},
language = {swe},
publisher = {: Thales},
keywords = {sokratisk dialog; education},
issn = {0348-7482}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_reznitskayaalina_2021,
title = {Beyond Toulmin: Assessing Argumentative Writing of Elementary School Children},
author = {Reznitskaya, Alina and Wilkinson, Ian and Backman, Ylva and Gardelli, Viktor},
year = {2021},
language = {eng},
keywords = {education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rosnulla_2009,
title = {The gender order of knowledge.: Everyday life in a welfare state},
author = {Rosén, Ulla and Härnsten, Gunilla},
year = {2009},
journal = {Learning/Work.},
pages = {220--234},
language = {eng},
publisher = {Cape Town : Human Sciences Research Council},
keywords = {gender order; social citizenship; everyday knowledge; tacit knowledge; feminist critique; education; theory of science; vetenskapsteori; pedagogics}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_rosenquistjoachim_2008,
title = {Educating citizens for mutual respect or 'mere' tolerance?},
author = {Rosenquist, Joachim},
year = {2008},
language = {eng},
keywords = {democratic education; citizenship education; tolerance; recognition; practical philosophy; praktisk filosofi; education; humanities and religion; humaniora och religionsvetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sandinper_2024,
title = {Integrating Research Integrity and Philosophy of Science in a Teaching Context},
author = {Sandin, Per},
year = {2024},
journal = {Research ethics – ethical review and beyond},
volume = {20},
pages = {13--18},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schwarzeva_2013,
title = {Reflektion - en nödvändighet},
author = {Schwarz, Eva and Cederberg, Carl},
year = {2013},
journal = {Förskoletidningen},
volume = {6},
pages = {44--49},
language = {swe},
publisher = {Stockholm : Gothia Förlag AB},
keywords = {förskola; reflektion; professionalitet; praktisk kunskap; kritisk kulturteori; critical and cultural theory},
issn = {0348-0364}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1989_1,
title = {Gå och läsa för prästen: ett projekt kring ungdomars situation vid 1800-talets slut i Fleninge församling i Skåne. Introduktion samt faktahäfte med arbetsuppgifter och datorstöd},
author = {Selander, Sven-Åke},
year = {1989},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2001_1,
title = {Recension av Lindberg, Berit - Kvinnor - vakna, våga!: en studie kring pedagogen och samhällsvisionären Honorine Hermelin Grönbech},
author = {Selander, Sven-Åke},
year = {2001},
journal = {Kyrkohistorisk årsskrift},
number = {101},
pages = {188--189},
language = {swe},
publisher = {: Svenska kyrkohistoriska föreningen},
issn = {0085-2619}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sigrellanders_2022_1,
title = {Progymnasmata: An invitation to hear the other side?},
author = {Sigrell, Anders},
year = {2022},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjdinannapya_2023,
title = {Hinduismerna – mångfaldens religiositeter},
author = {Sjödin, Anna-Pya},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {63--72},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_skogarbjrn_2005,
title = {Bildning och religion: en lärarutbildares perspektiv},
author = {Skogar, Björn},
year = {2005},
language = {swe},
publisher = {Högskoleverket}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skogarbjrn_2007,
title = {Bildning och religion: ett religionsdidaktiskt perspektiv},
author = {Skogar, Björn},
year = {2007},
journal = {Existentiella frågor i skolan},
pages = {267--296},
language = {swe},
publisher = {Linköping : Skapande Vetande}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_skoghingabritt_2007,
title = {Entreprenörskap i KomTek: En granskning av fyra entreprenörskapsprojekt},
author = {Skogh, Inga-Britt},
year = {2007},
language = {swe},
publisher = {Nutek},
keywords = {utvärdering; entreprenörskapsarbete; komtek; education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skoghingabritt_2006,
title = {Explaining and Understanding Girl's Attitudes and Actions in Technical Situations},
author = {Skogh, Inga-Britt and Stierndahl, Ingalill},
year = {2006},
journal = {Proceedings XII IOSTE SYMPOSIUM},
pages = {669--672},
language = {eng},
keywords = {education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skoghingabritt_2007_1,
title = {PDAs as a Tool for Teachers and Teaching},
author = {Skogh, Inga-Britt},
year = {2007},
journal = {International Multi -Conference on Society, Cybernetics and Informatics},
pages = {95--100},
language = {eng},
publisher = {Orlando : International Institute of Informatics and Systemics, USA.},
keywords = {education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2007,
title = {Att se med andra ögon: feministiska perspektiv på kunskap i ett mångkulturellt samhälle},
author = {Sporre, Karin},
year = {2007},
language = {swe},
publisher = {Lärarhögskolan i Stockholm},
keywords = {feministisk teori; kunskapsteori; värdegrund; gemensamma värden; dialog; education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sverkerjoseph_2021,
title = {Människan, digitalisering och teologisk utbildning på lång sikt},
author = {Sverker, Joseph},
year = {2021},
journal = {Öppna vyer - lång sikt},
pages = {125--137},
language = {swe},
publisher = {Stockholm : Enskilda Högskolan Stockholm},
keywords = {digitalisering; högre utbildning; teologisk utbildning; formering; systematic theology; systematisk teologi},
abstract = {Utifrån de förändringar som skett vad det gäller digitalisering i högre utbildning på grund av pandemin 2020 utforskar jag vad det innebär för den teologiska utbildningen framöver. Jag för resonemanget att det finns en spänning i utbildningsinstitutioner mellan uppgiften att bedöma studenter å ena sidan samt att bilda och forma studenter å den andra. Frågan jag ställer i texten är vad som händer med en utbildningsinsstitutions förmåga att relatera till människans sårbarhet och ömsesidiga beroende i en allt mer digitaliserad utbildning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sfstrmcarlanders_2008,
title = {Jacques Rancière on conflict, education and democracy},
author = {Säfström, Carl Anders},
year = {2008},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2012_2,
title = {Theory Talks - Perbincangan Pakar Sedunia Tentang Teori Hubungan Internasional Abad KE-21},
year = {2012},
language = {und},
publisher = {LP3M & PPSK},
keywords = {theory talks; international relations theory; global governance},
abstract = {Translation in Bahasa Indonesia of Theory Talks #1-#30}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_uddholmmats_2012,
title = {Om professionella aktörers musikpedagogiska definitionsmakt: En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt},
author = {Uddholm, Mats},
year = {2012},
language = {swe},
publisher = {Royal College of Music in Stockholm},
keywords = {semiotic thinking; power of definition; music education theory; music-pedagogical competence; vygotsky; internalization; intranalization; språklig tänkande; definitionsmakt; musikpedagogisk teori; musikpedagogisk kompetens; vygotskij; internalisering; intranalisering; musikpedagogik; music education},
abstract = {The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2026,
title = {Kan barn uttrycka en kristen identitet i skolan?},
author = {Vikdahl, Linda},
year = {2026},
journal = {En stilla susning},
pages = {111--114},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2012_1,
title = {Elevers möten med religion i gymnasieskolan.},
author = {von Brömssen, Kerstin},
year = {2012},
journal = {Religion som resurs : existentiella frågor och värderingar i unga svenskars liv [Mia Lövheim & Jonas Bromander, red.]},
pages = {131--156},
language = {swe},
publisher = {Skellefteå : Artos},
abstract = {De senaste åren märks ett allt större intresse för religionens roll i ungas liv i medier och hos politiska aktörer. Ungdomsforskare har länge intresserat sig för förändringar i ungas värderingar, levnadsvanor och livssituation, och inom de religiösa samfunden har förändringar i ungas religiösa tro och engagemang stått i fokus för undersökningar. Trots detta finns ett glapp mellan dessa olika traditioner. Enkelt uttryckt har religionsforskningen inte tagit tillräcklig hänsyn till ungas livssituation i stort, medan den traditionella ungdomsforskningen inte uppmärksammat de ungas religiösa erfarenheter. Boken Religion som resurs? Existentiella frågor och värderingar i unga svenskars liv vill fylla detta glapp. Bokens kapitel utgår från en enkät till ett representativt urval av unga i åldrarna 1624 år i Sverige. Boken knyter samman forskare från olika vetenskapliga discipliner och bidrar därmed till en fördjupad förståelse för hur religion spelar en roll i ungas livssituation. Några av de frågor som tas upp är: I vilka sammanhang möter unga religion idag? Är det skillnad mellan religion och politik i ungdomars värld? Har religionen någon betydelse för skapande av identitet? Skiljer sig värderingar mellan frikyrkligt aktiva ungdomar och andra? Vilken betydelse har islam i ungas liv? Kan religion vara en resurs som på en och samma gång bekräftar och motstår sekularisering? Religion som resurs? Existentiella frågor och värderingar i unga svenskars liv vänder sig till lärare, utbildningsinstitutioner, forskare och ideella organisationer samt övriga läsare med intresse för ungdomar och unga vuxnas situation idag.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010_1,
title = {Examensarbetet inom lärarutbildningen- en del i utvecklingen av ett vetenskapligt förhållningssätt},
author = {von Brömssen, Kerstin},
year = {2010},
journal = {Religion & Livsfrågor.},
volume = {3},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2011_1,
title = {Faith-based schools in Sweden-a novelty raising issues of integration, marginalization and citizenship},
author = {von Brömssen, Kerstin and Sporre, Karin},
year = {2011},
journal = {International debates on inter-religious learning in schools, with a special focus on faith-based schools.},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010_2,
title = {Governmentality: Normalising Technologies in a "New Moral Economy".},
author = {von Brömssen, Kerstin},
year = {2010},
journal = {Konferensbidrag vid International Seminar on Religious Education and Values, Ottawa, Canada, July 25-30, 2010.},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_1,
title = {In different worlds: religious discourses in students' space},
author = {von Brömssen, Kerstin and Risenfors, Signild},
year = {2013},
journal = {Konferenspaper ENRECA- The European Network for Religious Education through Contextual Approaches, 21-23 May, 2013.},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2011_2,
title = {İsveç'te Öğrencilerin Din Üzerine Konuşmaları Hakkında Düşünceler.},
author = {von Brömssen, Kerstin},
year = {2011},
journal = {Marie Carlson, Annika Rabo & Fatma Gök (2011) Çokkültürlü Toplumlarda Eğitim. Türkiye ve İsveç'ten Örnekler, p. 157-179.},
pages = {157--179},
language = {und}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2009,
title = {"That is sin, don't you know?"-religious discourses in a Swedish school-setting},
author = {von Brömssen, Kerstin},
year = {2009},
journal = {Ringen, Bjørg-Karin & Kjørven, Ole Kolbjørn (eds.), Gagné, Antoinette (hon.ed.) Teacher Diversity in Diverse Schools- Challenges and Opportunities for Teacher Education},
pages = {327--344},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2008_1,
title = {That is sin, don't you think? Religious Discourses in a Swedsih School setting.},
author = {von Brömssen, Kerstin},
year = {2008},
journal = {The European Conference on Educational Research/ ECER. Gothenburg, Sweden. Sept. 2008.},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2006,
title = {How Protestant identity in Hungary was formed by Comenius},
author = {Zipernovszky, Hanna},
year = {2006},
journal = {Nordic perspectives on Religion, Spirituality and Identity},
pages = {24--34},
language = {eng},
publisher = {Helsinki : University of Helsinki}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gerupkarl_2025,
title = {Epistemiskt mod},
author = {Ågerup, Karl},
year = {2025},
journal = {Svensk filosofi},
language = {swe},
publisher = {Lund : Filosofiska föreningen},
issn = {3035-6598}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aarniolinnanvuoriessi_2013,
title = {Environmental issues in Finnish school textbooks on religious education and ethics},
author = {Aarnio-Linnanvuori, Essi},
year = {2013},
journal = {Nordidactica},
volume = {2013},
pages = {131--157},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {environmental education; integration; textbooks; religious education; secular ethics education; environmental science},
abstract = {Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nicolaisentove_2013,
title = {Pluralistisk religionsundervisning og egengjøring som ideal. Hva kan vi lære av erfaringene til barn med hindubakgrunn?},
author = {Nicolaisen, Tove},
year = {2013},
journal = {Nordidactica},
volume = {2},
pages = {115--141},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {hindu children; pluralistic religious education; agency and othering; normality constructs in re; religious studies and theology},
abstract = {The aim of this article is to contribute to the development of a more pluralistic Religious Education. The Norwegian RE teaching in state schools is meant to be "objective, critical and pluralistic". A project about Hindu children’s experiences with the Norwegian subject "Religion, Philosophies of Life and Ethics" revealed constructs of normality in Religious Education. These normality constructs are based on Western ideas about religion. The findings from the project provide specific knowledge of the children's agency, but this knowledge has also raised critical questions about normality constructs and laid the groundwork for a larger discussion of issues related to children and religious education more generally. The article presents some of the children’s experiences, including the concept of religion, concepts of the divine and the relation between faith and religious practice. The analyses revealed that the children often represented an alternative or oppositional discourse and that the children's positioning themselves could challenge "RE-normality" by representing inclusive attitudes to other religions, expressing complex understandings of the divine and representing approaches to religious practice that differed from the dominant discourse. From this point of departure the article discusses approaches that can contribute to a more pluralistic and fair teaching and avoid othering and exoticism. The approaches are inspired by Homi Bhabha’s "third space", Edward Soja’s "spatial theory", "visual culture" from art history, narrative theory and dialogical approaches.},
issn = {2000-9879}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2024,
title = {The Child and Religious Studies (RS) for a Sustainable Future: The Transformation of Religious Studies: Towards the Incorporation of Sustainable Development Ideas in Swedish Primary Schools from the Late Twentieth Century Onwards},
author = {Chorna, Viktoriia},
year = {2024},
language = {eng},
publisher = {Södertörns högskola},
keywords = {education for sustainable development; sustainable development ideas; swedish primary schools},
abstract = {This investigation aims to determine the historical and pedagogical foundations of students’ sustainable development formation in Swedish primary schools during their Religious Studies (RS) as a part of social and cultural education from 1900 onwards.The aim is to deal with important questions about the history of RS – general points of education for sustainable development; RS for implementation of Education for Sustainable Development (ESD) in Sweden (focusing on the history of the issue); educational RS potential in Swedish primary schools for implementation of ESD (focusing on the current stage of development); the ways to improve implementation of ESD during RS in Swedish primary school (authors’ opinions).}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hylntorsten_2014,
title = {Closed and open concepts of religion: The problem of essentialism in teaching about religion},
author = {Hylén, Torsten},
year = {2014},
journal = {Textbook Gods},
pages = {16--42},
language = {eng},
publisher = {Sheffield : Equinox Publishing},
keywords = {essentialism; religious education; didactics of religion; family resemblances; prototype theory; benson saler; intercultural studies; interkulturella studier},
abstract = {Essentialist concepts of religion are common in the teaching of religion in schools and to a certain extent also in the academic discipline of religious studies. In this article, a number of problems with essentialist perceptions of religion are discussed. In the first part of the article a thesis is maintained, according to which essentialist conceptions of religion or specific religions are too limited to be of value in the teaching of religion. This is done through examples of essentialist expressions on religion. The examples are grouped according to a typology of different kinds of essentialism. Two main categories, each with two sub-categories are identified. Thus, the category of essentialism regarding the substance of religion is divided into transcendental or theological essentialism (which presupposes the existence of a sacred power of some kind, the experience of which is the basis for religion), and core essentialism (where it is presupposed that certain ideas or concepts constitute religion as a general category or specific religions). Likewise, the category of essentialism regarding the function of religion has two sub-categories: positive and negative essentialism. These kinds of essentialism presuppose that religion or specific religions are inherently good or harmful respectively to human be-ings. Examples from each of these categories are given and discussed. In the second part of the article, Benson Saler’s open concept of religion is presented as an alternative to essentialist or bounded perceptions. It is based on Ludwig Wittgenstein’s idea of family resemblances and on prototype theory. In connection with this, it is argued that a certain kind of conscious ethnocentrism is needed as a point of departure in the study and teaching of religion. The metaphor of education as a journey from the familiar out into the unfamiliar and back again is suggested as a possible pattern for such teaching.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2017_2,
title = {Examples of knowledge contributions in Swedish RE – A discussion of disciplines as frames for knowledge re/production},
author = {Osbeck, Christina},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {66--86},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; knowledge; disciplines; religious studies and theology},
abstract = {The aim of this article is to examine kinds of knowledge contributions – in a) RE research, exemplified by three dissertations, and b) three textbooks for RE student teachers – in relation to the academic disciplines/milieus in which these knowledge contributions occur, and to discuss how these milieus work as frames for knowledge development. Characterisations of knowledge contributions in subject didactics and RE are used as analytical tools while the study as a whole draws on socio-cultural perspectives on learning and activity theory which stress how learning takes place in the discursive practices where people are active. A striking similarity between the dissertations is that none of them has been developed in an in an RE discipline, with an RE supervisor, or in an academic milieu specialising in RE. The different academic contexts have contributed to interesting combinations and developments of theoretical perspectives but simultaneously there is a lack of milieus that deal with these findings and integrate them into further developmental processes. Moreover, there seem to be larger differences in RE knowledge contributions between the dissertations and the textbooks as groups than within these groups. While the dissertations represent empirical studies of the participants in the teaching practices and use the findings as foundations for discussions and problematisations of RE teaching, the student teacher texts take the RE content and curriculum for granted to a larger extent. One conclusion of this article is that in order to strengthen the RE field – both in school, teacher education and research – extended cooperation between these different practices is needed.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2006,
title = {Images of Devotion in Swedish Wall Paintings},
author = {Johansson, Viktor and Aldrin, Viktor},
year = {2006},
journal = {International Medieval Congress, Leeds University, Storbritannien},
language = {eng},
keywords = {art history - painting; education; lay piety; religious life; kristendomens historia; medeltid; bön; teologi; kalkmålningar},
abstract = {In the first paper, devotional activities such as praying and worshipping in wall paintings, will be analysed. The wall paintings were the illiterate man's manual where he was taught the essentials of Christian faith and devotion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssontord_2017,
title = {The New Testament in film},
author = {Larsson, Tord},
year = {2017},
journal = {Religious education in a mediatized world},
pages = {40--56},
language = {eng},
publisher = {Stuttgart : W. Kohlhammer GmbH},
keywords = {biblical studies; old testament; new testament; religion and media; bible and film; jesus in fim art; biblical narrative in film; history of reception; history of biblical interpretation; religious education; religious didactics; nya testamentets exegetik; new testament exegesis}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_olivestamcarle_2010,
title = {Religious Education in Russian Schools in the making},
author = {Olivestam, Carl E.},
year = {2010},
journal = {Strömstad akademi},
pages = {29--34},
language = {eng},
publisher = {Strömstad : Strömstad Akademi},
keywords = {moral education; research project; seminar; secular concept; religious perspective; religious content; reflection and thoughts; moral and behaviour; rituals and cults; experience and emotion; existential concept of life}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_1997,
title = {Lärares uppfattning av religionskunskapsämnet. En fenomenografiinspirerad undersökning},
author = {Osbeck, Christina},
year = {1997},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2010,
title = {Social Studies - Context of Religious Education in Sweden},
author = {Osbeck, Christina},
year = {2010},
language = {eng},
keywords = {subject didactics; religious studies and theology}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_6,
title = {Edmund Husserl: Fenomenologins idé},
author = {Bengtsson, Jan},
year = {1995},
language = {swe},
publisher = {Daidalos},
keywords = {fenomenologi; epistemologi}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1992_3,
title = {Jean-Paul Sartre: Egots transcendens. Skiss till en fenomenologisk beskrivning},
author = {Bengtsson, Jan},
year = {1992},
language = {swe},
publisher = {Daidalos},
keywords = {fenomenologi; ego}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1992_4,
title = {Jean-Paul Sartre: Skiss till en känsloteori},
author = {Bengtsson, Jan},
year = {1992},
language = {swe},
publisher = {Daidalos},
keywords = {fenomenologi; känslor}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1987,
title = {Poul Lübcke (red.). Vår tids filosofi. Filosoferna. De filosofiska strömningarna.},
author = {Bengtsson, Jan},
year = {1987},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1991_4,
title = {Poul Lübcke (red.). Vår tids filosofi. Filosoferna. De filosofiska strömningarna},
author = {Bengtsson, Jan},
year = {1991},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1995_7,
title = {Poul Lübcke (red.). Vår tids filosofi. Filosoferna. De filosofiska strömningarna},
author = {Bengtsson, Jan},
year = {1995},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonjan_1987_1,
title = {Poul Lübcke (red.): Vår tids filosofi. Filosoferna. De filosofiska strömningarna. Del 1 Engagemang och förståelse – tysk och fransk filosofi},
author = {Bengtsson, Jan},
year = {1987},
language = {swe},
publisher = {Forum},
keywords = {history of philosophy}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_bennetchristian_1986,
title = {On some Orderings of Extensions of Arithmetic},
author = {Bennet, Christian},
year = {1986},
language = {eng},
publisher = {University of Gothenburg},
keywords = {arithmetization; interpretability; lattice; lindenbaum algebra; partal conservativity; peano arithmetic; relative consistency; self-reference}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlkvisttobias_2022,
title = {Cioran e o Pessimismo como Modo de Vida},
author = {Dahlkvist, Tobias},
year = {2022},
journal = {Filosofia como Modo de Vida},
pages = {445--468},
language = {por},
publisher = {Coimbra : Edições 70},
keywords = {pessimism; emil cioran; filosofi som levnadskonst; history of sciences and ideas}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlkvisttobias_2022_1,
title = {Efterord},
author = {Dahlkvist, Tobias},
year = {2022},
journal = {Bitterhetens syllogismer},
pages = {153--164},
language = {swe},
publisher = {Stockholm : Bokförlaget Faethon}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlkvisttobias_2022_2,
title = {Efterord},
author = {Dahlkvist, Tobias},
year = {2022},
journal = {Om olägenheten i att vara född},
pages = {261--272},
language = {swe},
publisher = {Stockholm : Bokförlaget Faethon}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlkvisttobias_2022_3,
title = {Efterord},
author = {Dahlkvist, Tobias},
year = {2022},
journal = {Historia och utopi},
pages = {155--166},
language = {swe},
publisher = {Stockholm : Bokförlaget Faethon}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kavehshamal_2017,
title = {På spaning efter det försvunna subjektet: Giorgio Agamben och flyktingen som gränsbegrepp},
author = {Kaveh, Shamal},
year = {2017},
journal = {Samtider},
language = {swe},
publisher = {Göteborg : Daidalos},
keywords = {agamben; subjekt; 2000-talets idéhistoria; gränsbegrepp}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008,
title = {Avkristning och religiös förnyelse},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Kyrkans tidning},
language = {swe},
issn = {1651-405X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009,
title = {De skapade offren: Är den svenska offermentatliteten skapad av en diskrimineringslobby?},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Sydsvenska dagbladet},
language = {swe},
issn = {1104-0068}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_1,
title = {Ett folk präglat av katastrofer},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_2,
title = {EU har svårt att välsigna det sekulära Turkiet},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009_1,
title = {Grunden till grymhet skapas i vardagslivet},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2007,
title = {Historien om det hotfulla icke-våldet},
author = {Roth, Hans Ingvar},
year = {2007},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_3,
title = {Hoppet står till demokratin: Om Pakistans och Indiens demokratiutveckling},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2007_1,
title = {Högt pris för politiskt mod},
author = {Roth, Hans Ingvar},
year = {2007},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_4,
title = {Idealen lever: FN:s förklaring om de mänskliga rättigheterna en framgångssaga trots allt},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Sydsvenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2010,
title = {Jubel mötte Habermas tal},
author = {Roth, Hans Ingvar},
year = {2010},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2010_1,
title = {King och Obama samma kamp men olika retorik},
author = {Roth, Hans Ingvar},
year = {2010},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009_2,
title = {Konstruktiv samexistens bygger på ömsesidigt beroende},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Tvärsnitt},
volume = {4},
pages = {4},
language = {swe},
issn = {0348-7997}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2011,
title = {Lång väg till mänskliga rättigheter: Om nya böcker av Ove Bring och Samuel Moyn},
author = {Roth, Hans Ingvar},
year = {2011},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2007_2,
title = {Majoriteter rädda för minoritetsmakt},
author = {Roth, Hans Ingvar},
year = {2007},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_5,
title = {Mänskliga rättigheter med blandade motiv},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009_3,
title = {Piraterna var demokrater före alla andra},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2011_1,
title = {Rädsla hopp och förbittring regerar världen},
author = {Roth, Hans Ingvar},
year = {2011},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009_4,
title = {Samuel P Huntington han påminde oss om religionens betydelse},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Svenska dagbladet},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_6,
title = {Saudiarabien fjärran från Gnosjö},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2011_2,
title = {Små skillnader föder stora konflikter},
author = {Roth, Hans Ingvar},
year = {2011},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2007_3,
title = {Små utopier gjorde världen lite ljusare},
author = {Roth, Hans Ingvar},
year = {2007},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2009_5,
title = {Svårt vara neutral hjälpare i svält och krig},
author = {Roth, Hans Ingvar},
year = {2009},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2010_2,
title = {Vardagliga motiv ligger ofta bakom folkmord},
author = {Roth, Hans Ingvar},
year = {2010},
journal = {Svenska dagbladet},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2010_3,
title = {Vi bryr oss bara om konflikter som vi förstår: Om konfliktmönster i Kongo},
author = {Roth, Hans Ingvar},
year = {2010},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2008_7,
title = {Åldern ska inte spela någon roll: Om åldersdiskriminering},
author = {Roth, Hans Ingvar},
year = {2008},
journal = {Svenska dagbladet},
language = {swe},
issn = {1101-2412}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2014,
title = {Bildung: Plädoyer für eine philosophische Wiederentdeckung},
author = {Schumann, Claudia},
year = {2014},
journal = {Interexistentialität und Unverfügbarkeit},
language = {ger},
publisher = {: Herder Verlag}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sanderke_1995,
title = {Tarbiya: Education and Politics in Islamic Movements in Jordan and Malaysia},
author = {Sander, Åke},
year = {1995},
journal = {Didaktisk Tidskrift},
volume = {4},
number = {1995},
pages = {84--96},
language = {eng},
keywords = {education; islamic movements}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2019_3,
title = {Religion and/or Democracy in Schools: Why do Political Parties Fear Religion in Contemporary Sweden},
author = {Aldrin, Viktor},
year = {2019},
language = {eng},
keywords = {religion; schools; debate; democracy}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_allwoodcm_2025,
title = {Grundläggande vetenskapsteori},
author = {Allwood, CM and Erikson, Martin G},
year = {2025},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fjellstrmroger_2007,
title = {A Sketch of Equal Human Value},
author = {Fjellström, Roger},
year = {2007},
journal = {SATS: Nordic Journal of Philosophy},
volume = {1},
number = {8},
pages = {97--112},
language = {eng},
keywords = {love; equal value; inherent value; practical philosophy; praktisk filosofi; pedgogical work},
abstract = {An account of the widely accepted but vague idea that all humans have equal value is sketched. The essay evolves from a concept of inherent value as distinct from final, instrumental, and preconditional value. There is no supervenience base to inherent human value, it is argued. Still, it can be characterized, namely in terms of being worth loving. An account can also be given of its constitution, which would be by the agape-like love of an ideal observer faced with human beings in their wholeness. And its function as a master value of ethics can be analyzed; this is shown to depend on an essential bond with the value of human life}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lundqvistulrika_2016,
title = {Experiences in integrating ethics for engineers in MSc programmes},
author = {Lundqvist, Ulrika},
year = {2016},
journal = {The 12th International CDIO Conference - Proceedings, Full Papers. Turku, Finland, June 12-16, 2016},
pages = {397--408},
language = {eng},
abstract = {Engineering ethics is an important part of education since it helps students to deal with issues they can face in their profession. A project was started at Chalmers University of Technology in 2013 with the aim to improve integration of ethics in the Master’s programmes in the educational area: “electrical and computer science engineering, software engineering, and industrial engineering and management”. In this paper, experiences are shared from this project. The aim is to support and stimulate to similar activities at other universities. The objectives are to describe:•the change process for integrating ethics into Master’s programmes at Chalmers,•results of this work, such as amount and type of ethics integrated into the programmes, and differences in content and intended depth of learning,•challenges to accomplish a successful integration of ethics into the programmes.There has been a successful integration of ethics in the Masters’ programmes, and all of the 13 programs now include some ethics. The most important driver has been that the project has been assigned by the dean of education who can put some pressure on the programme directors. Another important reason for a successful result is that the project has continued over several years as long as there has been a need of improvements. Support has been offered to the programme directors and teachers, and there has been a regular follow up of the progress and encouragement of programmes directors. A main challenge has been that many of the programme directors and teachers are unsure about what ethics is all about and how to include it in education. Thus, it has been a good idea to have short term goals that were not that demanding. It has been important that the actual changes are done by the programme directors and teachers themselves, and that no one else has been telling them how to do.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lundqvistulrika_2016_1,
title = {Training Engineers for Handling Ethical Dilemmas in Sustainability Contexts},
author = {Lundqvist, Ulrika and Svanström, Magdalena},
year = {2016},
journal = {Mazijn, B. (Ed.). 2016. EESD2016 – Proceedings of the 8th International Conference on Engineering Education for Sustainable Development (Bruges, 4-7 September 2016) – Building a circular economy together. Instituut vóór Duurzame Ontwikkeling vzw, Brugge},
pages = {195--203},
language = {eng},
abstract = {With recent industrial scandals like the Volkswagen emission test manipulations, it is clear that engineering professionals need a more solid foundation for conscious reflection on ethics in the profession. Further, with the mainstreaming of education for sustainable development (ESD) in engineering education, students increasingly meet problems with inherent value conflicts in their education. This presents a challenge as well as an opportunity.The Swedish System of Qualifications for engineers includes a learning outcome on engineering ethics. Students who achieve the Master’s degree should have the ”ability to formulate judgments, within the field of study, that include reflection on relevant ethical issues”. According to the last national review by the Agency for Higher Education in 2012, this requirement is not completely fulfilled in many educational programmes.There is a long tradition at Chalmers University of Technology to address sustainable development in the study programmes. However, the focus is commonly on the environmental dimension of sustainable development, and the social dimension and ethics are not included to the same extent. Many teachers express that they find it difficult to design appropriate learning situations that support students’ learning in ethics, and to design assessments that measure how well students fulfil intended learning outcomes. The situation is similar at other universities. Thus, there is a need to spread good examples on how ethics can be integrated in education to inspire and facilitate for teachers.In this paper, we suggest a framework for how learning in engineering ethics can be supported by means of a focus on ethical dilemmas in a tiered approach with three elements. Ethical dilemmas are situations in which there is a choice to be made between different options, and where neither of these options is optimal from an ethical perspective. We also provide characteristics and examples of ethical dilemmas appropriate to use at different levels.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_manniannika_2018,
title = {School children envisioning future knowledge and agency within the context of education for sustainable development},
author = {Manni, Annika},
year = {2018},
journal = {Challenging life},
pages = {313--328},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {education; sustainability},
abstract = {This chapter focuses schoolchildren's thoughts about future important knowledge and possibilities to act for sustainable development. In this study, children's thoughts about knowledge and agency are related to education for sustainable development as a contemporary context. Based on 209 Swedish schoolchildren’s individual written responses, the study is analysed with a qualitative thematic content analysis. The results show that a majority of the children envision socially and environmentally related knowledge to be important in the future, and furthermore that they have possibilitiesto make impact in society. Finally, the results are discussed in relation to what is prioritized in current educational curricula, our responsibilities for school children losing faith in school and feelings of insecurity about their future.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2022,
title = {At the crossroads: Ascertaining direction through friction},
author = {Niemi, Kristian},
year = {2022},
language = {eng},
keywords = {religious studies and theology}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonbeatrice_2018_1,
title = {Normkritisk bildtolkning: Det är inte bilderna vi avslöjar i bildtolkningen utan oss själva, vi som tolkar bilderna},
author = {Persson, Beatrice},
year = {2018},
journal = {Bokmässan, Göteborgs Universitets monter},
language = {swe},
keywords = {bildtolkning; semiotik; normkritik},
abstract = {Våra erfarenheter och hur vi ser på världen styr hur vi tolkar och förstår bilder. Därför är det viktigt att vara medveten om vad vi ser, och hur vi ser, för att kunna tolka bilder ur ett normkritiskt perspektiv. Detta hjälper oss att få upp ögonen för våra egna förförståelser och fördomar.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_petterssonper_2019,
title = {Profiling confirmation work as marketing strategy: A case study from Sweden},
author = {Pettersson, Per},
year = {2019},
journal = {Researching Non-Formal Religious Education in Europe},
pages = {219--233},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {confirmation work; sweden; marketing; church; religious studies and theology},
abstract = {In 1970, 81% of Swedish young people attended confirmation work offered by the Church of Sweden. 46 years later, in 2017, the attendance had dropped to 24%. Along the continuous decline, the church has taken a number of initiatives in order to reform and renew the pedagogic form and content of confirmation work. As part of new pedagogic views the label »confirmation teaching« has been changed to »confirmation work«. This article gives a short background to the decline of attendance,a brief overview of Church of Sweden´s response, and demonstrates by a case study of one local example to meet young people´s individual preferences by providing different new forms of confirmation work. The last part of the article discusses possible factors behind the fast decline of participation in Swedish confirmation work.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2020,
title = {Att förstå religion som kultur: förslag till en interkulturell tolkningsstrategi},
author = {Raivio, Magdalena},
year = {2020},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2020_1,
title = {Understanding Religion as Culture: An Intercultural Reading Strategy for Renegotiating Troublesome Concepts in Swedish ECEC Policy},
author = {Raivio, Magdalena and Skaremyr, Ellinor},
year = {2020},
language = {eng},
abstract = {Preschools in Sweden are increasingly culturally diverse and obligated to provide every child theopportunity to develop their own cultural identity, as well as knowledge about and interest indifferent cultures. At the same time, teaching should be non-denominational and pass on a culturalheritage from one generation to the next. According to previous research, several pedagogical dilemmas partly derive from how the concepts religion and culture are used in the policy documents that regulate Swedish preschool. This paper aim to make visible what constructions of religion that are made possible when analysing the concepts religion and culture in the Swedish ECEC curriculum (Lpfö 18) in relation to the Convention on the Rights of the Child (CRC). The method used was a policy analysis guided by an intercultural interpretation. The results show a lackof an explicit definition of the concept religion in the Swedish Lpfö 18. However, co-reading Lpfö18 with the CRC, using an intercultural interpretation, exposes a number of semantic overlappingof the concepts religion and culture, wherein religion can be understood as constructed as a cultural phenomenon. Hence, where the Lpfö 18 uses the concepts culture and cultural heritage, it is suggested to be understood as including religion as both identity, practice, worldview and artistic practice. A further discussion regarding the proposed intercultural strategy for reading the policy documents, and its possible pedagogical implications will be addressed.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ridderiris_2014,
title = {Das Losbuch Ett litet Tidhfördriff des Grubenschreibers Gisle Jacobsson und das mittelalterliche Dobbelspiel},
author = {Ridder, Iris},
year = {2014},
journal = {Sport und Spiel bei den Germanen},
pages = {245--306},
language = {ger},
publisher = {: Walter de Gruyter},
keywords = {intercultural studies; interkulturella studier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2018_1,
title = {Introduction},
author = {Ristiniemi, Jari and Skeie, Geir and Sporre, Karin},
year = {2018},
journal = {Challenging life},
pages = {13--18},
language = {eng},
publisher = {Münster : Waxmann Verlag},
abstract = {In this introduction to the book questions are raised as to what space there actually is for children's and adolescent's existential questions in education, when emphasis rather is given to outcomes, performativity and employability. A brief overview over the content of the book is also given. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2018,
title = {Ethical concepts according to 12-year-olds: students' responses, national tests, and ethics education},
author = {Sporre, Karin},
year = {2018},
journal = {Challenging life},
pages = {279--296},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {ethical concepts; assessment; national tests; students' responses; ethics education; etiska begrepp; utvärdering; nationella prov; elevsvar; etikundervisning},
abstract = {How do twelve-year-old students understand crucial ethical concepts like justice, equality, solidarity and empathy, and how does school assist them in developing their knowledge? Moreover, to what extent do the Swedish national tests and interpretations of the curricular framework influence the students' ethics education today? Questions like these are raised and discussed in this chapter where a sample of a hundred Swedish students' responses to the National Test in ethics from 2013 are analysed. The study reveals how the emphasis of the assessment of the students' responses does not contribute towards the expansion of their knowledge of crucial ethical concepts like equal rights, equal treatment and equal value of human beings – while the students themselves express knowledge and interest in this through their responses to the test. The limitations of national tests and their assessment instructions are therefore critically discussed.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_vareavaleria_2012,
title = {Explorando el juego y el jugar: Implicancias de los jugadores en dos situaciones de juego},
author = {Varea, Valeria},
year = {2012},
language = {spa},
publisher = {Editorial Académica Española}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_velasquezatehortuajuan_2021,
title = {The covid-19 and the worsening of racism in the university},
author = {Velasquez Atehortua, Juan},
year = {2021},
journal = {HGK 2021 - Vad är bra utbildning vid det postpandemiska universitetet? Göteborg, 23 november 2021. Abstracts},
language = {eng},
keywords = {covid-19; higher education; racism; carnism; feminism},
abstract = {This presentation aims to discuss autobiographical accounts on the impact of the Covid-19 pandemic for working with decolonial critical thinking and critical animal studies. There are already autobiographical cases of how teachers navigated the pandemic to introduce digital education (Gaitanidis, 2021). But there is still a lack of perspectives from the experience of contagion. In this direction, I want to connect to Belikov et al. (2021), which have explored the racial tensions that increased during the covid-19 pandemic. Finally, because I am in a gender unit/institution, I want to connect with the work of feminists like TJ Steward (2021), who studied how the pandemic robbed us of the ability to recognize that we are in crisis. The crisis I am referring to is the Anthropocene crisis, which in turn is sustained in colonial racism-speciesism, capitalism and patriarchy. References Belikov, O., VanLeeuwen, C., Veletsianos, G., Johnson, N., & and Prusko, P. (2021). Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the Covid-19 Pandemic and Racial Tensions. Journal of Interactive Media in Education, 1(8), pp. 1–15. DOI: https://doi. org/10.5334/jime.647. Gaitanidis, I. (2021). Studying Abroad at Home: The Meaning of Education Abroad During the Pandemic. PORTAL Journal of Multidisciplinary International Studies, 17(1/2), pp. 67–72. Stewart, T. J. (2021). Capitalism and the (il)Logics of Higher Education’s COVID-19 Response: A Black Feminist Critique. Leisure Sciences, 43(1-2), pp. 260-266.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jgerskogannsofie_2025,
title = {Existensdimensioner i religionskunskaps- och psykologiundervisning: Potential och utmaningar i relation till elevers vidgade ämnesförståelse},
author = {Jägerskog, Ann-Sofie and Olson, Maria and Öhrstedt, Maria and Halvarson Britton, Therese},
year = {2025},
language = {swe},
keywords = {religionskunskap; gymnasieskola; existensdimensioner; ämnesförståelse; didaktik med inriktning mot lärararbete och lärarprofession; didactic science for teachers and teaching professions},
abstract = {Religionskunskap och psykologi är två skolämnen som tar sig an livsnära, existentiella och livsåskådningsrelaterade frågor och kan därmed aktualisera s.k. “existensdimensioner”. Aktualiseringen av existensdimensioner i undervisningen, vilken kan ske i mötet mellan en elevs livsvärld/erfarenheter och ett specifikt psykologi- eller religionskunskapsinnehåll, rymmer stor potential att ta till vara på, men också utmaningar att bemöta. En potential av särskilt intresse för denna studie är relationen mellan aktualiseringen av existensaspekter och elevers vidgade ämnesförståelse. Tidigare forskning har konstaterat att relationen mellan elevers meningsskapande och engagemang i undervisningen och deras sätt att relatera till ämnets innehåll och former spelar roll för deras lärande och ämnesförståelse (se t.ex. Berg & Aldenmyr 2023; Hidle 2022; Löfström 2023; Osbeck et al 2024; Persson 2023; Törnegren & Deldén 2024). Trots detta visar sig kunskapen om de faktiska förutsättningarna och villkoren för mötet mellan eleven och olika ämnesinnehåll i den konkreta ämnesundervisningen behöva utvecklas ytterligare. Syftet med denna studie är därför att bidra med denna kunskapsutveckling. I denna paper presentation kommer vi att presentera resultat från en intervjustudie med 31 gymnasielärare i religionskunskap och psykologi om deras tankar kring och bemötande av existensdimensioner i ämnesundervisningen. Ett särskilt fokus riktas mot potential och utmaningar, men också mot resonemang kring didaktiska val och implikationer för undervisning. Intervjustudien är en del av ett större, externfinansierat forskningsprojekt: Existensaspekter i undervisningen - religionskunskap och psykologi (https://www.su.se/forskning/forskningsprojekt/existensaspekter-i- %C3%A4mnesundervisningen-religionskunskap-och-psykologi) Resultaten från intervjustudien kommer att ligga till grund för planering och genomförande av en interventionsstudie i de båda ämnena, vilken kommer att genomföras under höstterminen -25. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_1974,
title = {Birgitta, klostergrunderskan : verket och dess aktualitet: föredrag från S.S.B.:s jubileumsfirning i Vadstena 1973},
year = {1974},
language = {swe},
publisher = {Societas Sanctae Birgittae}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bobergjohan_2021,
title = {Vardagsspråket är inte förfelat, problemen ligger hos oss},
author = {Boberg, Johan},
year = {2021},
journal = {Respons : recensionstidskrift för humaniora & samhällsvetenskap},
volume = {5},
pages = {64--66},
language = {swe},
issn = {2001-2292}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_duesundknut_2013,
title = {Is There a Potential for Norway to Learn from the Ethics Education in the Educational System of India?},
author = {Duesund, Knut},
year = {2013},
journal = {Nordidactica},
volume = {2013},
pages = {142--164},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {ethics education; international education; multicultural education; comparative research in education; national integrity; religious tolerance; curriculum inquiry; education for peace; religious studies and theology},
abstract = {The aim of this article is to contribute to the on-going debate about how the Norwegian educational system can meet increasing diversity in schools. The focus here is to investigate ethics education in the Indian educational system and thereafter discuss to what extent Norway can learn from India. The background study in India was carried out to clarify the justification for, content of and pedagogy for ethics education and draws attention to the intended as well as the implemented sector of education. The following discussion highlights the main findings from the background study and relates these findings both to the current discussion in Norway and to international research in the field. The article concludes that Norway would do well to consider what can be learned from the Indian approach to ethics education in order to meet the challenges of the increasing diversity in the Norwegian schools.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2011,
title = {Karen Armstrong},
author = {Franck, Olof},
year = {2011},
journal = {Nationalencyklopedin},
language = {swe},
keywords = {armstrong; religion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2011_1,
title = {Om feministisk teologi och etik},
author = {Franck, Olof},
year = {2011},
journal = {Religion och livsfrågor},
volume = {3},
number = {2011},
pages = {18--19},
language = {swe},
keywords = {kön; teologi},
abstract = {Recension av Maria Jansdotter, Johanna Gustafsson Lundberg & Annika Borg (2011): Kön, teologi och etik. En introduktion, Lund: Studentlitteratur.},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_2,
title = {Privatreligiositet},
author = {Franck, Olof},
year = {2012},
journal = {Nationalencyklopedin},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_3,
title = {Religion, existens och värde i ungas perspektiv (Rec av Mia Lövheim & Jonas Bromander (2012) (red): Religion som resurs? Existentiella frågor och värderingar i unga svenskars liv. Skellefteå: Artos och Norma Bokförlag)},
author = {Franck, Olof},
year = {2012},
journal = {Religion och livsfrågor},
volume = {3},
number = {2012},
pages = {12--13},
language = {swe},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2010_2,
title = {Sanningsfrågan. (Rec av Linda Fromm (2010): Gud och vardagsspråket. En religionsfilosofisk förutsättningsanalys. Uppsala universitet.)},
author = {Franck, Olof},
year = {2010},
journal = {Svensk Kyrkotidning (SKT)},
volume = {22},
number = {2010},
pages = {371--372},
language = {swe}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2021_1,
title = {Befogenhetsprövningar i Svenska kyrkan: Ett spel för galleriet?},
author = {Hansson, Per},
year = {2021},
language = {swe},
publisher = {Uppsala universitet, Teologiska institutionen},
abstract = {Befogenhetsprövning inom Svenska kyrkan ska enligt kyrkoordningen skydda präster och diakoner från arbetsrättsliga åtgärder från arbetsgivaren som grundar sig på läran, utövandet av vigningstjänsten eller efterlevnaden av vigningslöftena. Sådana ärenden handhas av domkapitlet. Utifrån ett professionsteoretiskt perspektiv kan befogenhetsprövningen antas vara tänkt som ett skydd för professionen.I denna studie har 89 ansökningar om befogenhetsprövning för präster under tiden 2001 – 2019 analyserats. Enligt anvisningar från Överklagandenämnden skall domkapitlen ta arbetsgivarnas uppgifter för goda. Det blir därmed i praktiken arbetsgivaren som beslutar om befogenhetsprövningen skall godkännas.Det finns inga statistiskt säkerställda skillnader i utfall av ansökningar mellan män och kvinnor eller mellan kyrkoherdar och komministrar. För kyrkoherdar handlar klagomålen i stor utsträckning om deras ledarskap medan komministrar anses brista i samarbete. Över 66% av alla ansökningar bifalls. Nästan samtliga korrekta ansökningar bifalls. Prästernas yttranden har inte visats påverka domkapitlens beslut, huvudsakligen för att prästerna argumenterar i sak. Endast i undantagsfall argumenterar prästerna för att klagomålen har att göra med deras vigningslöften och efterlevnaden av dem. Vissa ärenden avvisas eller upphävs av domkapitlet. Detta förefaller inte påverka församlingarna, utan de går vidare enligt sin planering. Domkapitlens roll är snarast att legitimera församlingarnas beslut, inte att granska dem. De kan därför sägas vara en tillsynesmyndighet och inte en tillsynsmyndighet.Om bestämmelsen om befogenhetsprövning skall vara ett verksamt skydd för professionen behöver regelverket ses över.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2021,
title = {Christianity as a National Value Base in Public Schooling - a hidden aspect of Nordic modernity},
author = {Hellström, Emma},
year = {2021},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2010_1,
title = {Religion som rörelse: Exkursioner i rum, tro och mobilitet},
author = {Kronlid, David O and Bergmann (redaktör), Sigurd and Jansdotter Samuelsson, Maria and Melin, Anders and Nynäs, Peter and Sjö, Sofia},
year = {2010},
language = {swe},
publisher = {Tapir förlag},
keywords = {religion; rörelse; mobilitet; miljöetik; rum; psychology of religion; religionspsykologi; religion/theology; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2017_1,
title = {Aten: Platon och filosofin},
author = {Petersson, Tommie},
year = {2017},
language = {swe},
publisher = {Clio},
keywords = {forna civilisationer; platon; läromedel},
abstract = {Artikel om Platon och dennes filosofi, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sundbergkristoffer_2014,
title = {Nozicks Anarki, stat och utopi som socialontologi},
author = {Sundberg, Kristoffer},
year = {2014},
journal = {Filosofisk Tidskrift},
volume = {4},
number = {35},
pages = {3--17},
language = {swe},
keywords = {socialontologi; nozick; searle},
issn = {0348-7482}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_trnqvistmaria_2020,
title = {Merleaus mamma},
author = {Törnqvist, Maria},
year = {2020},
language = {swe},
publisher = {Ellerströms förlag}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2016,
title = {Mellan tradition och förnyelse: Utmaningar i religionsläraruppdraget},
author = {Jonsson, Linda},
year = {2016},
language = {swe},
publisher = {Mälardalen University},
abstract = {The current assignment of religious studies teachers is grounded on a confession-free foundation, expressed through the values of Swedish society. However, the subject still carries traces of a confessional tradition. Up until recently, Christianity played a major role in both teaching and teacher assignments. This study focuses on the complexity that emerges when it comes to the assignment of religious studies teachers in Swedish schools. In order to shed light on two traditions of importance – a confessional Christian tradition and an objective religious tradition, an analytical contextualisation is constructed within the time span 1842–1994. Such a long-term perspective is seen as a necessary historical contextualisation for the empirical study, which contains an analysis of the contemporary religious studies teacher assignment, here called the uncertain period (1994-2011). The study is to be regarded as an analysis of a school subject related challenge from a general didactical approach. In order to study the religious studies teacher assignment, religion as a school subject will be a key component in this study. The use of the subject – in the sense of its status, role and function – is clarified, and has implications for the teacher assignment as such. The historical context has its starting point in a literature study of policy documents and texts, and shall be regarded as the study’s secondary literature. The empirical material of the study comes from a journal entitled Religion & Livsfrågor (Religion and Life Issues) from the time span of 1994–2011. The material is analysed and attention drawn to different voices on the religious studies teacher assignment. The challenges that the teacher assignment is facing are summarised in three concluding challenges: Between tradition and renewal, Limitless assignment in limited time, and Pupil-related questions or “when-it-pops-up”-pedagogy. An account is given of the contributions made by two educational philosophers, John Dewey and Wolfgang Klafki, in the latter part of the study. These contributions serve as basis for analyses of the challenges in the uncertain period of contemporary religious studies teacher assignment. Their writings on theory and practice, tradition and renewal, as well as teacher engagement, add a valuable perspective to the analyses in order to understand the challenges the teacher assignment faces. In conclusion, the analyses of the voices on the religious studies teacher assignment and its challenges are summarised and related to their historical context characterised both by a confessional and an objective tradition. The thesis provides a more detailed image on the complexity of the religious studies teacher assignment, through a contextualization of the contemporary assignment in curriculum historical perspective. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_airijokimoa_2024,
title = {Tending the Garden of the Monks: Investigation of a Medieval Copto-Arabic Apophthegmata Patrum Recension},
author = {Airijoki, Moa},
year = {2024},
language = {eng},
publisher = {Universitetet i Bergen},
keywords = {apophthegmata patrum},
abstract = {This dissertation comprises a study of a medieval Copto-Arabic Apophthegmata Patrum recension. The Apophthegmata Patrum consists of stories and sayings of the desert fathers. By the Middle Ages, the Apophthegmata Patrum was an extremely popular textual tradition. It was appreciated by the monastic class as well as by the laity. The Apophthegmata Patrum was widely disseminated and translated into many languages, such as Arabic. Its didactical genre allowed for – indeed, even prompted – moderate textual adaptation, as the sayings and stories of the desert fathers were presented to different audiences. The Apophthegmata Patrum was central in the formation of the Coptic-Orthodox community from the Middle Ages. Yet, the Copto-Arabic reception of the Apophthegmata Patrum, which is typically found in a larger florilegium called Bustān al-ruhbān (Garden of the Monks), has hitherto received very little scholarly attention. This dissertation provides an identification of a late medieval Bustān al-ruhbān recension, which is found in a medieval manuscript as well as in later Arabic and Ethiopic text witnesses. After identifying this Bustān recension, I discuss where and when the recension in question might have been translated, compiled, and redacted. I advance the hypothesis that it was compiled in the Monastery of St. Antony, which took a leading role in Coptic-Orthodox book production during the late medieval Coptic Renaissance. In chapter 3, I use analytical tools from a newly constructed database (Monastica) to compare the selected Bustān recension with a wide range of Apophthegmata Patrum versions and adjacent literary works. I demonstrate that the recension bears sequential structural resemblance with other medieval Arabic Apophthegmata Patrum versions. Based on this observation, I suggest that the compilers of the selected Bustān recension modelled their florilegium on non-Coptic Arabic vorlagen. I also suggest that the Copto-Arabic compilers interpolated hagiographic episodes and themes from Coptic-Orthodox tradition, for the purpose of making their Bustān recension suitable for its intended medieval Copto-Arabic audience. Due to its didactic genre, variations in the structure and wording of different Apophthegmata Patrum versions are indicative of shifting educational strategies. In chapter 4, I discuss medieval monastic reading practices, and propose that the selected Bustān recension was read collectively in a monastic setting, for the purpose of educating monks in the art of ascetic contemplative reading. Textual variations in Apophthegmata Patrum versions are also indicative of shifting cultural memories of the desert fathers. In chapter 5, I demonstrate how the portrayal of Antonius and Arsenius, two desert fathers, has been redacted in the selected Bustān recension to comply with medieval hagiographical norms in Egypt. Furthermore, I demonstrate how a collection of sayings concerning the Jesus Prayer in the selected Bustān recension testifies to the importance of this ascetic practice in medieval Egypt. In chapter 6, I demonstrate that textual variation in the selected Bustān recension are also indicative of socio-linguistic adaptation, as the originally Greek parlance in the Apophthegmata Patrum is translated into Arabic and Islamicate parlance. In the last chapter of the dissertation, I compare three aspects of the ascetic program in the selected Bustān recension with parallel aspects in Abū Ḥāmid al-Ghazālī’s Iḥyāʾ ʿUlūm al-Dīn (The Revival of the Religious Sciences). The formal comparison demonstrates both similarities and differences. I furthermore suggest, in this concluding chapter, that pertinent thematical similarities between the two texts are due to the popularity of medieval Syriac ascetic thought in Egypt during the late medieval Coptic Renaissance as well as in Islamic asceticism, as represented by al-Ghazālī.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2014_2,
title = {Att förstå religiositet i dagens Europa},
author = {von Brömssen, Kerstin},
year = {2014},
language = {swe},
keywords = {ämnesdidaktik; religionskunskap; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgcaroline_2023,
title = {Finns det plats för ungdomars meningsskapande i religionskunskapsklassrummet? Existentiella konfigurationer som en teoretisk och metodologisk möjlighet},
author = {Klintborg, Caroline},
year = {2023},
journal = {Föreningen Lärar i Religionskunskap},
volume = {54},
pages = {103--116},
language = {swe},
abstract = {Behovet av språkliga verktyg för att förstå och för att uttrycka egna ställningstaganden och positioner återkommer hos Caroline Klintborg.I kapitlet ”Finns det plats för ungdomars meningsskapande i religionskunskapsklassrummet? Existentiella konfigurationer som en teoretisk och metodologisk möjlighet” resonerar Klintborg kring vikten av språk och begrepp för elevers förmåga att relatera sitt meningsskapande till andra människor och deras förståelser av livet. Detta blir särskilt relevant, menar Klintborg, då det synsätt på religion som är vanligt förekommande i religionsundervisningen i skolan inte ger tillräcklig plats åt meningsskapandet i en mångreligiös och mångkulturell kontext. Genomgången av begreppen existentiella- och delade konfigurationer blir ett led i detta och för att ”skapa rum” för elevers utveckling av livshållning och förståelse för andra.},
issn = {0348-8918}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2024_2,
title = {Reflections on the Study of Religion in Sweden},
author = {Berglund, Jenny},
year = {2024},
journal = {The Study of Religion in Sweden},
language = {eng},
publisher = {: Bloomsbury Academic},
keywords = {history of religion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007_1,
title = {Religionskunskap - Att lära om, av och för Livet},
author = {Osbeck, Christina},
year = {2007},
journal = {Religion och livsfrågor, nr 4, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023_2,
title = {European legal framework for education for sustainable development: implementation in Sweden},
author = {Chorna, Viktoriia},
year = {2023},
journal = {Modern approaches to ensuring sustainable development},
pages = {18--25},
language = {eng},
publisher = {Katowice : The University of Technology in Katowice Press},
keywords = {education for sustainable development; religion education; legal framework; sweden},
abstract = {The text of the research deals with an analysis of the European framework for the implementation of education for sustainable development and the Swedish experience in it.Also, there will analyze the Swedish way to the modern understanding of sustainability and the role of education in it, which was always and still is closely connected with the International and European experiences.}
}
@proceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_2005_1,
title = {The Second International Conference on Church Leadership: Uppsala, Sweden, September 15-16, 2005},
year = {2005},
language = {eng},
publisher = {Uppsala universitet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2022,
title = {Topic modeling and interpretive methods},
author = {Matta, Corrado},
year = {2022},
language = {eng},
keywords = {topic modeling; latent dirichlet allocation; qualitative interpretive methods; interpretation; practical philosophy},
abstract = {In this presentation, I discuss the implications of using text mining, and in particular topic models, as a methodological tool for interpretive research. The latter term refers to a loosely defined set of approaches in the social sciences whose main epistemic goal is generating understanding about social phenomena, and that typically employs methods labeled as qualitative.Text mining is a term used to describe a set of statistical algorithms for the analysis of unstructured data (Aggarwal and Zhai 2012). A commonly used approach in text mining is topic modeling (Blei 2012) in which Bayesian methods - e.g Latent Dirichlet Allocation (LDA) - are used to fit a dataset consisting of unstructured data to a topic model. A topic model estimates the probability that each document in the data set is about a set of topics. The estimation of the model parameters rests on the model assumptions that a) every text document is characterized by a distribution of topics and b) that each topic is characterized by a distribution of words. By using a prior Dirichlet distribution for topics and words, LDA uses the observed words in a document to estimate the probability that each word in the document is about a specific topic, and that the same document is more or less focused on some specific topic. LDA is an unsupervised method, meaning that it fits a topic model without being instructed with the vocabularies of preselected theoretical topics.It is intuitive to conceptualize LDA as providing an automated interpretation of the text data, and, possibly based on this intuition, topic modeling methods have recently been considered as a potentially useful tool for qualitative interpretive analysis (Janasik, Honkela, and Bruun 2008; Rose and Lennerholt 2017; Wiedemann 2016; Yu, Jannasch-Pennell, and DiGangi 2011). One recurring theme in this literature is how LDA and other similar instruments can make qualitative methods more valid, more reliable, or more objective. Recently (2021), Pääkkönen and Ylikoski have discussed the relationship between interpretive methods and text mining, focusing on “how unsupervised machine learning methods might make hermeneutic interpretive text analysis more objective in the social sciences” (2021, p. 1461). In this article, Pääkkönen and Ylikoski claim that topic modeling can extend the evidential base and improve the objectivity of interpretive research. These conclusions are independent from the attitude that researchers have concerning what topic models represent: topic realism or topic instrumentalism. According to the former, topic models are measurements of the real meaning structures underlying a text. According to the latter, the models generated using LDA are only statistical patterns that have no evidential relationship with claims about the meaning of the text documents. These are researchers’ attitudes towards topic models and not philosophical positions. In my discussion, I focus on topic instrumentalism and discuss the following theses:First, I criticize the claim that topic modeling only provides an overview or a data reduction of the analyzed documents. This reduced data model can be related – according to topic instrumentalism – to a theory about the meaning of the documents only after it is interpreted by the researcher. To show that this attitude is problematic, I reconstruct the learning algorithm typically used in LDA – called Gibbs sampling – and show that this algorithm is based on two main assumptions. The first is that each document is mainly about a specific topic, and the second is that each term (typically, a word) is mainly connected to a specific topic. These two assumptions are important because they make some document types – for example, texts that are no longer than a paragraph – more appropriate for the application of LDA than others. Moreover, these two assumptions entail that a topic model is not only a data reduction or overview but an interpretation of the text. Even if topics here are only latent variables and not theoretical concepts, the choice of these two assumptions is informed by a theoretical claim concerning how texts convey meaning. As I argue, this entails that topic models generative algorithms cannot be detached from interpretive reasoning (and thus from evidential reasoning), as topic instrumentalism seems to entail.Secondly, and related to the previous issue, the assumptions that base Gibbs sampling entail that topic models have crucial inferential features, which makes it impossible to detach topic models from the broad interpretive process, as topic instrumentalism seems to suggest. As I argue, the Gibbs sampling algorithm in LDA is not qualitatively distinct from the procedures humans seem to use when solving text classifications problems (Lee and Corlett 2003). What seems to distinguish the heuristics people use to assign topics to a text is the use of thresholds and the tallying of textual features necessary to make text interpretation cognitively affordable. However, a simplified Gibbs sampling heuristic could plausibly describe human text interpretation, which entails that the distinction is only a matter of level of applicability. The real distinction between LDA and human interpretation seems instead to be that humans use their knowledge of the text’s context to simplify the interpretation process. Unsupervised topic modeling algorithms lack this ability but can still be conceptualized as incorporating an interpretive process. In simple terms, topic models mimic the process of human interpretation when background information about the text’s context is very scarce.Therefore, I conclude that the application of topic modeling to interpretive research should be considered as an integrated part of the interpretive process rather than a simple data reduction technique.ReferencesAggarwal, Charu C, and ChengXiang Zhai. 2012. Mining Text Data. Springer Science & Business Media.Blei, David M. 2012. “Topic Modeling and Digital Humanities.” Journal of Digital Humanities 2 (1): 8–11.Janasik, Nina, Timo Honkela, and Henrik Bruun. 2008. “Text Mining in Qualitative Research: Application of an Unsupervised Learning Method.” Organizational Research Methods, April. https://doi.org/10.1177/1094428108317202.Lee, Michael D., and Elissa Y. Corlett. 2003. “Sequential Sampling Models of Human Text Classification.” Cognitive Science 27 (2): 159–93. https://doi.org/10.1207/s15516709cog2702_2.Pääkkönen, Juho, and Petri Ylikoski. 2021. “Humanistic Interpretation and Machine Learning.” Synthese 199 (1): 1461–97. https://doi.org/10.1007/s11229-020-02806-w.Rose, Jeremy, and Christian Lennerholt. 2017. “Low Cost Text Mining as a Strategy for Qualitative Researchers.” Electronic Journal of Business Research Methods 15 (1): pp2‑16-pp2‑16.Wiedemann, Gregor. 2016. Text Mining for Qualitative Data Analysis in the Social Sciences: A Study on Democratic Discourse in Germany. Kritische Studien Zur Demokratie. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-658-15309-0.Yu, C., Angel Jannasch-Pennell, and S. DiGangi. 2011. “Compatibility between Text Mining and Qualitative Research in the Perspectives of Grounded Theory, Content Analysis, and Reliability.” Undefined. 2011. /paper/Compatibility-between-Text-Mining-and-Qualitative-Yu-Jannasch-Pennell/f6ce926c4cdc7733bc2a78078497693672c80043.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2016,
title = {Transfiguring Lutheran identities in the debate on theological education in sub-Saharan Africa},
author = {Zeiler, Johannes},
year = {2016},
language = {eng},
keywords = {theological education; denominational consciousness; social change; higher education; lutheran tradition; sub-saharan africa.; missionsvetenskap; studies of missions},
abstract = {Africa Theological Journal was launched in 1968 and has ever since been an important platform for theological reflection amongst churches and institutions in sub-Saharan Africa and beyond. The initiative to establish the periodical was taken in the wake of the All-Africa Lutheran Conferences in Tanzania (1955), Madagascar (1960), and Ethiopia (1965). Initially the periodical was financially supported by the Lutheran World Federation (LWF) and throughout the years edited and produced by the Faculty of Lutheran Theological College Makumira (now Tumaini University Makumira) in Tanzania. Despite such strong and multifaceted ties to Lutheran tradition and its many transnational links and networks, the perceptions of what it means to be Lutheran in the discourse of higher theological education remain rather vague.The overall aim of this paper is to explore some of the perceptions of Lutheran identity in relation to the conversations on higher theological education in sub-Saharan Africa. In order to do that a partial aim is to examine some of the main features of the Lutheran educational discourse on higher theological education and ministerial formation in Africa. Another partial aim, based upon the 1983 and 2015 special issues of Africa Theological Journal that specifically focused on the Lutheran reformation, is to discuss some specific examples that clearly show what is at stake. Thus this paper will show that the reflections on denominational identity and the current interpretations of Lutheran tradition draw attention to the complex interplay between theology and theological education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berntsonmartin_2015_1,
title = {En djävulskt bra lärare! Didaktiska perspektiv på ondskans inkarnationer i några tidigmoderna svenska teaterpjäser},
author = {Berntson, Martin},
year = {2015},
journal = {Staffan Olofsson (red.), Den trogne arbetaren i vingården. Festskrift till Bo Claesson (LIR.skrifter.varia). Göteborg 2015},
pages = {81--99},
language = {swe},
publisher = {Göteborg : Institutionen för litteratur, idéhistoria och religion, Göteborgs universitet}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_habibzeilerjohannes_2018,
title = {Crafting Lutheran Pastors in Tanzania: Perceptions of Theological Education and Formation in the Evangelical Lutheran Church in Tanzania},
author = {Habib Zeiler, Johannes},
year = {2018},
language = {eng},
publisher = {Department of Theology, Uppsala University},
keywords = {theological education; ministerial formation; higher education; evangelical lutheran church in tanzania; elct; lutheran; pastor; governmentality; tumaini university makumira; tanzania; sub-saharan africa; missionsvetenskap; studies of missions},
abstract = {The quest for theological education is embedded in the history of the churches in sub-Saharan Africa and is, at the same time, inherently linked to how the churches continue to evolve and shift in character over time. It relates to the self-understanding of the churches and their role in society, including their academic and pastoral obligations to adequately educate and train leaders to work in the localities. With its estimated 6.5 million members, the Evangelical Lutheran Church in Tanzania (ELCT) is today one of the largest Lutheran churches in the world. The role and impact of institutions for theological education are high on the agenda in the ELCT, not least as the various educational institutions for ministerial training are often seen as important means in the processes of theologising and strategising for the future.This qualitative study draws heavily upon interviews with Lutheran bishops and theological educators in Tanzania, and identifies leading motives and ideas behind their current engagements in the field of ministerial studies. More specifically, it shows how the informants reflect upon, argue about and negotiate their perceptions of higher theological education. It demonstrates by what means, techniques, and practices they claim to govern, guide, and form the students in theology. Formal ministerial studies are not carried out in a vacuum but in and through certain institutions, appropriately designed to serve their purposes. In order to gain academic accreditation, institutional and theological recognition, and to oversee the processes of quality assurance, the ELCT cultivates its links with relevant actors and institutions in Tanzanian society. Even the global networks and connections, such as other churches and missionary organisations abroad, play a significant role in this regard.Drawing inspiration from governmentality studies and the notion of governmentality, this study focuses on ‘how’ questions; it examines how the interviewees think about governing, and how they calculate, strategise, or respond to certain problems linked to the multiple forms and models of theological training. As such, the study focuses on how government operates, and examines what claims, hopes, and visions the informants have in mind when educating a new generation of clergy in a rapidly changing society.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgcaroline_2021_1,
title = {Vägen är allt: en introduktion till religionspedagogik för den kristna församlingen.},
author = {Klintborg, Caroline},
year = {2021},
language = {swe},
publisher = {Argument förlag},
keywords = {religionspedagogik; religionsdidaktik; svenska kyrkan; didaktiska frågor; education},
abstract = {Vägen är allt ger ett underlag som kan inspirera till en religionspedagogiskt medveten reflektion i en kristen kontext utifrån de didaktiska frågorna: Varför, Vem, Vilka, Vad och Hur? Caroline Klintborg har under flera år i sin roll som universitetslärare och som forskare i kontakten med medarbetare i församlingar mött en önskan att inom ramen för ämnet religionspedagogik få svar på frågan: Hur ska vi göra för att nå fram till människor? Denna pedagogikens hur-fråga är kanske den av de didaktiska frågorna som är enklast att ge ett konkret svar. Vi kan finna en metod – om än inte den bästa och aldrig den enda – men en metod kan formuleras. Boken utgår från Klintborgs övertygelse att frågan Hur inte går att besvara utan ett reflekterat förhållande till de andra didaktiska frågorna: Vem är jag? Vilka är det jag möter? Vad vill jag förmedla? Varför? Först när dessa frågor besvarats kan vi göra en välgrundad reflektion över frågan Hur. Samtliga didaktiska frågor måste besvaras för att det pedagogiska arbetet ska bli helt, långsiktigt, reflekterat, trovärdigt och integrerat i oss själva. Boken riktar sig till alla som önskar utveckla och fördjupa sin religionspedagogiska kompetens.»Den här boken är Caroline Klintborgs generösa introduktion till en religionspedagogisk reflektion. Det är min bedömning att boken kommer att hålla under lång tid. När jag läser den får jag ord för mycket av det som jag förut mest har tagit för givet.« Mikael Mogren, biskop Västerås stift}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_braxdavid_2025_5,
title = {Utsatthet för hot och hat inom högskolesektorn},
author = {Brax, David},
year = {2025},
journal = {Forskningspolitikk},
language = {swe},
issn = {0333-0273}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2009,
title = {Cultural Encounters, Co-existence and Identity: Teaching Religious Education for a Global and Sustainable Society},
author = {Liljefors Persson, Bodil},
year = {2009},
journal = {Human Rights and Citizenship Education},
pages = {223--229},
language = {eng},
publisher = {: CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University},
keywords = {religious education; theme the chlldren of abraham; religious didactics; cultural encounters; co-existence; identity; inclusion},
abstract = {This chapter focuses around the didactic method of the Theme of the Children of Abraham and how it was implemented in a course for teacher students about Cultural Encounters and Identity in School. In the chapter the author stresses the importance of creating an open climate for discussions in the classroom, in order to reach to the goals of inclusion and co-existence and to inspire to creativity.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2015,
title = {Made in Africa? Visions and Debates of Theological Education amongst Lutherans and Evangelicals in Africa},
author = {Zeiler, Johannes},
year = {2015},
language = {eng},
keywords = {theological education; spiritual formation; social change; higher education; evangelicalism; lutheran; sub-saharan africa.; missionsvetenskap; studies of missions},
abstract = {The purpose of this paper is to analyse some of the major debates on theological education - its theological departure points, motives and objectives - amongst Lutherans and Evangelicals in sub-Saharan Africa. The number of African institutions involved in higher education, public and private institutions alike, have rapidly grown during the last decades. Together they form global or regional networks with an on-going exchange of knowledge, ideas, technology, money, students and staff. The largest growth of private higher education has been identified amongst institutions with religious affiliation. Due to their increasing involvement, the churches have been challenged to modify their views on what it might mean to be a relevant actor for societal change.The field of theological education is situated in the midst of this complex context. Drawn into an expanding, expensive and competitive educational discourse, the churches, regardless of denominational affiliation, have questioned, problematized and challenged many of their old concepts and practices. The debate on theological education crosses national and denominational borders and is clearly interwoven with an even wider and more complex pan-African history.Based upon the discussions in two African theological periodicals - Africa Theological Journal, founded in 1968 in a Lutheran context in Tanzania, and Africa Journal of Evangelical Theology founded in an evangelical setting in Kenya in 1982 - this paper seeks to draw attention to some of the visions for the future on the African continent.}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_anderstrmhelena_2017,
title = {Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena},
author = {Anderström, Helena},
year = {2017},
language = {swe},
publisher = {Karlstads universitet},
keywords = {teachers; teaching; ethics education; primary school; social studies; social representation; focus groups interwievs; lärare; undervisning; etikundervisning; skolåren 4–6; sociala representationer; fokusgruppsintervjuer; samhällsorienterande ämnen; education},
abstract = {This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018_4,
title = {Delaktighet - ett alltför oreflekterat begrepp i Svenska kyrkans församlingsinstruktioner},
author = {Gustavsson, Caroline},
year = {2018},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
number = {94},
pages = {37--56},
language = {swe},
keywords = {delaktighet; församlingsinstruktioner},
abstract = {Participation is a term often used in the church. The term is part of the ecclesiastical vocabulary, but is also used outside this context, with a mostly positive connotation and meaning. Participation is described as a right, something that should exist, and as a condition that is, or is not, fulfilled under given circumstances. Often it is a normative aspiration. But what does participation mean? Does one become involved by participating? How is participation expressed in the parishes' fourfold task of worshipping, teaching, carrying out welfare work, and spreading the Gospel in accordance with the church order? The purpose of this article is to examine how participation is reflected in some of the parish instructions of the Church of Sweden. The article argues for the importance of a more clear distinction between being present and being involved. The article also argues that the various aspects that a sense of involvement requires must be clarified. A greater awareness of the complexity of the concept participation can be expected to allow future evaluations of more than quantifiable targets in parish activities.},
issn = {0039-6761}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023_3,
title = {Holi},
author = {Niemi, Kristian},
year = {2023},
journal = {Nationalencyklopedin},
language = {swe},
publisher = {: Nationalencyklopedin},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023_4,
title = {Religion och mångfald i indisk skola},
author = {Niemi, Kristian},
year = {2023},
journal = {Religion & Livsfrågor},
volume = {1},
number = {52},
pages = {12--13},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {religious studies and theology},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2023_5,
title = {Religionspluralitet och religionspluralism},
author = {Niemi, Kristian and Plank, Katarina},
year = {2023},
journal = {Religion & Livsfrågor},
volume = {1},
number = {52},
pages = {6--7},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {religious studies and theology},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015_1,
title = {Comments on Collective worship/religious observance},
author = {Skeie, Geir},
year = {2015},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2018_1,
title = {Dialogue between and among religions and worldviews as a field of research},
author = {Skeie, Geir},
year = {2018},
journal = {Religion and Dialogue in the City},
pages = {301--316},
language = {eng},
publisher = {Münster : Waxmann Verlag}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2018_2,
title = {Religion og interkulturell opplæring},
author = {Skeie, Geir},
year = {2018},
journal = {Å være lærer i en mangfoldig skole},
language = {nor},
publisher = {: Gyldendal Akademisk}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015_2,
title = {Shifting Boundaries Between Secular and Religious: Religion, Spirituality and Non-Religion in Estonia},
author = {Skeie, Geir},
year = {2015},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sundnesdrnentomas_2016,
title = {Kirken i verden, verden i kirken: globale perspektiver på trosopplæringen},
author = {Sundnes Drønen, Tomas and Storstein Haug, Kari and Skeie, Geir and Ådna, Gerd Marie},
year = {2016},
language = {nob},
publisher = {Hertervig Akademisk}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2019,
title = {Folke Ström och studiet av fornnordiska själsföreställningar},
author = {Wallenstein, Frederik},
year = {2019},
journal = {Religionshistorikern Folke Ström},
pages = {53--69},
language = {swe},
publisher = {Uppsala : Kungliga Gustav Adolfs Akademien},
keywords = {history of religion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2019_1,
title = {Vǫrðr, ett fornnordiskt själsbegrepp?},
author = {Wallenstein, Frederik},
year = {2019},
journal = {Tidens landskap},
language = {swe},
publisher = {Lund : Nordic Academic Press},
keywords = {history of religion}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_winellanneli_2018,
title = {Blivande präster och pastorer i en tid av religiös förändring},
author = {Winell, Anneli and Gustavsson, Caroline},
year = {2018},
language = {swe},
abstract = {Studien utgår från frågan om ”kallelse” är ett relevant begrepp för präst- och pastorskandidater. Studiens övergripande syfte är att undersöka och fördjupa förståelsen av hur blivande präster och pastorer idag beskriver sin kallelse, identitet och kommande uppgift inom Svenska kyrkan och Equmeniakyrkan, samt hur kan vi förstå dessa beskrivningar i en tid av religiös förändring. Med kallelse avser vi de händelser och beslut som leder fram till valet att studera till präst respektive pastor.Studien är tänkt att ske i två steg och inleds med en kvantitativ delstudie varefter semistrukturerade intervjuer genomförs. De resultat som presenteras vid konferensen utgår från den enkät som insamlats under hösten 2017 och redovisar de blivande prästerna och pastorernas religiösa bakgrund och väg in i yrket.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2016_1,
title = {Mission, Visions, and Debates of Higher Theological Education. Lutheran Encounters with Pentecostal and Charismatic Christianity in Tanzania},
author = {Zeiler, Johannes},
year = {2016},
language = {eng},
keywords = {theological education; spiritual formation; social change; higher education; lutheran; sub-saharan africa.; missionsvetenskap; studies of missions},
abstract = {This paper explores some of the present challenges related to Lutheran higher theological education in Tanzania with special regard to the encounters with Pentecostal and Charismatic Christianity.The number of African institutions involved in higher education, public and private institutions alike, have rapidly grown during the last decades. Together they form global or regional networks with an on-going exchange of knowledge, ideas, technology, money, students and staff. The largest growth of private higher education has been identified amongst institutions with religious affiliation. Due to their increasing involvement, the churches have been challenged to modify their views on what it might mean to be a relevant actor for societal change.The field of theological education is situated in the midst of this complex context. Drawn into an expanding, expensive and competitive educational discourse, the churches, regardless of denominational affiliation, have questioned, problematized and challenged many of their old concepts and practices. The debate on theological education crosses national and denominational borders and is clearly interwoven with an even wider and more complex pan-African history.Based upon interviews with lecturers at the Faculty of Theology at Tumaini University Makumira, including some of the bishops in the Evangelical Lutheran Church in Tanzania (ELCT), this paper seeks to draw attention the idea of mission and ministry in higher theological education and its impact on the visions for the future on the African continent.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_almnedgar_2000_1,
title = {Presentation and problem inventory: Religious education in Sweden},
author = {Almén, Edgar},
year = {2000},
journal = {Religious Education in Great Britain, Sweden and Russia},
pages = {60--91},
language = {eng},
publisher = {Linköping : Linköping University Electronic Press},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {As in most European countries the schools in Sweden historically have had close relations to the church. That was true to the medieval cathedral schools and to the first Swedish university, that of Uppsala founded in the 15th Century. That was also true when the 'gymnasia' were established in the 17th Century in the cities with cathedrals as a part of organising the Swedish 'empire' of that time preparing not only clergymen but also judges and officers for the new civil service. The lecturers of the gymnasia got their living as prebendaries of parishes around the cathedrals from that time into the 20th Century and formed the Protestant chapters of the dioceses of the Church of Sweden until the 1930s. The bishop was eforus (a kind of inspector) of the gymnasium until 1957.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2004,
title = {"...att forma ungdomen till religiösa, moraliska och nyttiga medborgare": En studie av ungerska kyrkoarkiv som källmaterial för religionspedagogisk forskning},
author = {Zipernovszky, Hanna},
year = {2004},
language = {swe},
publisher = {Religionsvetenskap},
keywords = {humanities and religion; humaniora och religionsvetenskap; christian teaching; church archives; hungarian; litteracy; ministerial books; parish records; popular education; religious education; reading and writing; swedish},
abstract = {The subject of this dissertation is to examine whether parallels of the notations of the Swedish parish records regarding popular education could be tracked down in Hungarian church records, as well as to examine to what extent such records may be utilised as sources for the study of the churches’ role in this education. As it is shown in the study, there are remarks in the Hungarian church record about the levels of knowledge of parishioners. On that basis the dissertation also includes an analysis of these remarks and a comparison with the results of the Swedish notations of similar kind. The structure of popular education in Sweden and Hungary from the Reformation to the beginning of the 19th century is reviewed.The research is centred around a selection of church archives documents: registries of souls and protocols of bishops’ inspections. In the village of Kóka, which is the main object of analysis, the registry of souls analysed is dated 1794. The aim of the analysis is to point out the educational role of the Catholic clergy. Regarding the adult population the proportion of those who have been confirmed can be stated, and the proportion of men and women among them. As the sacraments are consecutive and based upon each other, there are obvious parallels with the data included in the contemporary Swedish Lutheran parish examination records.A particular Hungarian book dating back to the first half of the 19th century has also been found in Kóka. It resembles in its structure the registry of souls, while its contents yields notes to reading and writing skills. As the church registry record comprises the complete adult population of the village, the level of knowledge of elementary skills according to age groups is analysed and also the differences in levels of knowledge between men and women. A comparison is made with the research findings based on the Swedish parish examination records. The documents of the Hungarian church archives provide relatively many-folded but not – as the Swedish ones – continuous information. The study proves that the rich information of the Swedish parish examination records is unique, but also that the Hungarian records shed new light on the role of the clergy in popular education, providing a basis for international comparison.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordbckcarola_2014,
title = {Trons mötesplatser: ett kyrko- och väckelsehistoriskt perspektiv},
author = {Nordbäck, Carola},
year = {2014},
journal = {Vekkelsens møtesteder},
pages = {9--51},
language = {swe},
publisher = {Lund : Lunds universitet},
keywords = {kyrkohistoria; väckeseforskning; historiebruk; history and history teaching; historia med didaktisk inriktning; church history}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2019,
title = {Human Rights: A Core Element or Big Idea for RE?},
author = {Jackson, Robert},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {109--132},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {human rights; religious education; religions; worldviews; interpretive approach; council of europe; dialogical liberalism},
abstract = {In this article, I refer to the changing political context in the West, noting the need for collaborative action in addressing issues of living together, despite differences of religion and worldview. Such collaborations need to operate within and beyond schools. Next, I affirm the value of ‘big ideas’ in offering principles for selecting curriculum material for RE, but noting that ‘human rights’ is not itself a ‘big idea’ (in the sense used by Barbara Wintersgill). I go on to review some arguments for studying religious and worldview diversity in public schools, noting the relevance of human rights and responsibilities to these. I relate the emergence of the interpretive approach to religious education and our research at Warwick to the discussion, noting human rights especially in relation to arguments for ‘inclusive’ RE based on an analysis of world society and with living in plural societies. I introduce the work of the Council of Europe focusing on the religious dimension of intercultural education, and trace the establishment of the European Wergeland Centre, summarising a project on religions and education which involved the publication of the book Signposts. The work of the Signposts International Research Network, in applying human rights principles in educational contexts, is discussed. In conclusion, I emphasise the need for researchers to collaborate with teachers in school-based research as important to promoting human rights. Such collaboration parallels group cohesion and improvisation in the performance of jazz music.},
issn = {2000-9879}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_franssongran_2020,
title = {Forskning inom området utbildningsvetenskap vid Högskolan i Gävle: Forskning för att möta dagens och framtidens utmaningar},
author = {Fransson, Göran},
year = {2020},
language = {swe},
publisher = {Gävle University Press},
keywords = {högskolan i gävle; forskning; forskningsprojekt; humaniora; engelska; svenska; matematikdidaktik; doktorandprojekt; studies of relationships for sustainable learning; stories; research on learning environment; role; early childhood edcuation; ece; studies in educational policy; sep; it för lärande; avhandlingsprojekt; hig},
abstract = {Vid Högskolan i Gävle bedrivs forskning av relevans för att förstå utbildning, undervisning och lärande i näringsliv och offentlig sektor, med huvudsakligt fokus på det formella utbildningsystemet i dess helhet – från förskola, skola och fritidshem till högre utbildningen vid universitet och högskolor.De flesta av forskarna inom området tillhör organisatoriskt Avdelningen för Utbildningsvetenskap vid Akademin för Utbildning och ekonomi (AUE), men bidragen med de centrala ämnesdidaktiska dimensionerna inom området görs i huvudsak av forskare som tillhör Avdelningen för humaniora (AUE) och av några som tillhör akademierna ATM och AHA. Det finns sålunda en närhet mellan de kompletterande kompetenserna inom organisationen.Vid HiG finns ett antal forskningsgrupper (miljöer) som samlar de utbildningsvetenskapligt orienterade forskarna kring olika tematiska frågor. Exempel på forskningsgrupper är Early Childhood Education (ECE), IT i lärande, Studies of Relationships In Educational Settings (STORIES), SEP (Studies in Educational Policies), ROLE (Research on Learning Environments) samt forskning inom matematikens- och naturvetenskapens didaktik, religionsdidaktik.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2021,
title = {Forskningscirklar i religionsdidaktik},
author = {Löfstedt, Malin},
year = {2021},
journal = {Religion och livsfrågor},
language = {swe},
publisher = {Malmö},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2013_1,
title = {Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter},
year = {2013},
language = {swe},
publisher = {Stockholms universitets förlag},
keywords = {ämnesdidaktik; skolämnen; skolan; religionskunskap; samhällskunskap; muséer; humanities and social sciences},
abstract = {Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktikgenom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematikersom skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hurolika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisningoch lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskotti diskussionen om humanioras relation till frågan om vad ämnesdidaktik äroch kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighetoch dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare ochlärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas somkurslitteratur eller i fortbildningssyfte.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bjrkgrenmrten_2019,
title = {En komparativ förståelse av ämnesdidaktiska prepositioner},
author = {Björkgren, Mårten and Ahlskog-Björkman, Eva and Enkvist, Nina and Gullberg, Tom},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {45--72},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {ämnesdidaktik; prepositioner; ämnesövergripande; subject-specific education},
abstract = {The national curricular guidelines for basic education and upper secondary school require teachers to have a readiness to teach and cooperate in accordance with a holistic multidisciplinary principle. The teacher education programmes in Finland are challenged to develop research-based knowledge about learning processes in holistic multidisciplinary teaching concerning both theory and practice. In this article, focus is put on comparisons between the subject-didactic perspectives of Art, Religion, History, and Social Studies. Referring to Lindström, the prepositions about, in, with and through are used as a point of departure for the aesthetic fields. The comparison is based on the prepositional perspective and particularly focusses on the understanding of the didactic emphases and ambitions. The subject-comparative reflection between similarities and differences is based on a socio-cultural view of learning, and the perspectives qualification, socialisation and subjectification by Giert Biesta. The article contributes to a consciousness about meaningful subject-didactic prerequisites for holistic multidisciplinary cooperation.},
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2006,
title = {Kränkningens livsförståelse: En religionsdidaktisk studie av livsförståelselärande i skolan},
author = {Osbeck, Christina},
year = {2006},
language = {swe},
publisher = {Estetisk-filosofiska fakulteten},
keywords = {understanding of life; perception of life; life philosophy; life view; victimization; violation; harassment; bullying; discursive practice; language; speech genre; reconstruction; construction; education; religion; school; young people; group interview; text book; power; hierarchy; hegemony; gender; sex; adjustment; competition; critical theory; religion/theology; religious studies and theology},
abstract = {The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational PerspectiveThe overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place.The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life.Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study.The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mikanderpia_2024,
title = {Non-human animals in Finnish worldview education textbooks},
author = {Mikander, Pia and Zilliacus, Harriet and Wolff, Lili-Ann and Kallioniemi, Arto},
year = {2024},
journal = {Nordidactica},
volume = {2024},
number = {14},
pages = {139--160},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {worldview education; non-human animals; religion; textbooks; discourse analysis; comprehensive school grades 1-2; finland; subject-specific education; ämnesdidaktik},
abstract = {Education plays a key role in ethical development, and worldview education emphasizes ethical questions. Ethical discussions within education about the treatment of non-human animals are urgently needed. In Finland, worldview education is a compulsory subject, introduced to students from the first year of school. In this study, we turn to Finnish educational material on worldview instruction groups for Lutheran, Orthodox and Islam religion and for the secular subject Culture, Worldview and Ethics for grades 1-2 to ask how non-human animals, and the relation between humans and non-human animals, are portrayed. The article provides a Finnish perspective on animal ethics in worldview education. Through discourse analysis, we examine how humans’ relations with non-human animals are presented in educational materials. We find a dominant discourse of human-animal separation, where humans are portrayed as capable of thinking and feeling, in contrast to non-sentient animals. Non-human animals are presented as utility animals that supply human needs, being used for labour and for food, constructing the consumption of non-human animals as food as natural. We discuss the challenging intertwined discourses of care, protection and utility of non-human animals and call for a stronger focus on animal ethics within worldview education.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_asklingberit_1997,
title = {Strategier för skolutveckling. Samverkan mellan skola och universitet: slutrapport från Miljonprojektet},
author = {Askling, Berit and Almén, Edgar and Zetterholm Ankarstrand, Ingegerd},
year = {1997},
language = {eng},
publisher = {Skapande vetande, Linköpings universitet},
keywords = {högskolan sverige lärarutbildning; undervisningsväsen skolpersonal sverige; humanities and religion; humaniora och religionsvetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_8,
title = {Inledning},
author = {Franck, Olof and Osbeck, Christina and von Brömssen, Kerstin},
year = {2023},
journal = {Franck, O., Osbeck, C. & von Brömssen, K. (red), Religioner, livsåskådningar och etik: För lärare 4-9 och gymnasiet},
pages = {13--16},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {religion; livsåskådning; undervisning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hermanssonadlermagnus_1996,
title = {Religionskunskap Kompakt},
author = {Hermansson Adler, Magnus and Tidman, Nils Åke},
year = {1996},
language = {eng},
publisher = {Gleerups förlag},
keywords = {education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_holmqvistlidcarina_2017,
title = {Att göra människor av folk},
author = {Holmqvist Lid, Carina},
year = {2017},
journal = {SO-didaktik},
volume = {4},
number = {2017},
pages = {10--17},
language = {swe},
keywords = {religionsdidaktik; religionskunskapsundervisning; elever med religiös positionering},
issn = {2002-4525}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_krnebrokatarina_2025_1,
title = {Människosyn och rymdvarelser: barns livsförståelse på 1980-talet},
author = {Kärnebro, Katarina},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {103--120},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2025_1,
title = {Barn och hållbarhet: synen på rättvisa i ljuset av Agenda 2030},
author = {Lilja, Annika and Sporre, Karin},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {87--102},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2014_2,
title = {Religious Education in Sweden},
author = {Osbeck, Christina},
year = {2014},
journal = {Basics of Religious Education, Vienna, 22-23 May},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sorgenfreisimon_2010,
title = {Imam education in Norway},
author = {Sorgenfrei, Simon},
year = {2010},
journal = {Euro-islam.info},
volume = {220410},
pages = {220410},
language = {eng}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2025,
title = {Epilog},
author = {Sporre, Karin and Osbeck, Christina},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {215--222},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2025_1,
title = {Livsfrågor i internationell belysning},
author = {Sporre, Karin},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {147--172},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2025_2,
title = {Livsfrågor i svenska kursplaner från 1969 till 2022},
author = {Sporre, Karin},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {123--146},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta; livsfrågor; religionsdidaktik; so-didaktik; läroplansstudier}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_trysnesirene_2019,
title = {Like barn leker best? Ungdomsskoleelevers holdninger til religiøse og verdiorienterte symboler},
author = {Trysnes, Irene and Smeland, Asbjørn},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {187--208},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religion; religious symbols; youth; symbolic boundaries; religious studies and theology},
abstract = {The use of religious and value-oriented symbols and clothing in the public sphere has been a theme for several debates in many European countries over the last couple of years. Affiliation and individuality can be non-verbally displayed by wearing symbols. Religious diversity can contribute to a multitude of interpretations of these symbols. In this article we investigate what attitudes youths have regarding the use of religious and value-oriented clothing and symbols. The study has been conducted among youth at five different schools in Southern Norway. The respondents show a tolerant attitude towards most of the symbols in the study. Christian symbols are considered the most positive. Visible symbols which are considered remote from the mainstream culture will make a greater proportion of people distance themselves from it. This study shows a correlation between youth wearing Christian symbols being less positive towards cultural and religious symbols of minority, such as the hijab. Youth who wear, or could imagine wearing a hijab also show a greater acceptance of different expressions and symbols of minority culture. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_haakedalelisabet_2015,
title = {Action research and development work in religion and world view education – comparing communities of practice and cooperative networks},
author = {Haakedal, Elisabet},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {47--73},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {action research in religion(s) and world view(s) education / religious education; interactivity between research and development work in communities of practice and cooperative networks; religious studies and theology},
abstract = {In this article two cases of action research in religion and world view education are compared. A third, smaller case, in which the author has been involved, is referred to initially and in the final discussion in order to enrich the comparison. Three clusters of themes are compared: 1) the institutional basis, economic resources, leadership and administration of the research projects, 2) the development of, references to and use of didactic approaches / pedagogical models, and 3) research design and methods. Methodologically the comparison is based on a combination of empathetic and critical hermeneutics. Theoretically, ideas of interactive and/or action research, learning and development work are preferred to ideas separating academic systematic research practice from the practical knowledge and mastering of pedagogical methods. It is argued that interactive work promoting proximity of practices, i.e. seeking to create a bridging and complementing mutuality between the sub-communities of primary and secondary education on the one hand and the sub-communities of tertiary education and research on the other, is the best way forward.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_korsvollnilsh_2020,
title = {Forhandling og forståing av føremåla for det norske religions- og livssynsfaget i læreplan og lærebøker},
author = {Korsvoll, Nils H.},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {26--47},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religions- og livssynsundervising; læreverk; læreplan; interkulturell utdanning; kulturarv; religious studies and theology},
abstract = {There are many perceptions of and priorities for religious education (RE), both in Norway and across Europe. Norwegian RE is called upon to simultaneously promote national values and facilitate intercultural education. I explore how this is negotiated in and between, first, the national curriculum and a selection of RE textbooks, and then in the ongoing curricular revisions (20172020). While the outgoing curriculum stresses identity and heritage, the textbooks promote diversity and tolerance. Thus, the textbook authors appear to rely on more recent, international academic developments rather than the political priorities of the national curriculum, in what Oddrun M. H. Bråten has called a bypass. These developments are also prominent in the curricular revisions, but traces of the heritage-discourse remain. Hence, the new national curriculum is not a fundamental shift from the previous one, but it strengthens the notion of RE as intercultural education, in line with the views expressed in the RE textbooks. },
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_orleniuskennert_2004_1,
title = {Individuality and Solidarity: the Role and Goals in Religious Education},
author = {Orlenius, Kennert},
year = {2004},
journal = {Towards a European Perspective on Religious Education},
pages = {157--165},
language = {eng},
publisher = {Skellefteå : Artos och Norma förlag},
keywords = {individuality; solidarity; religious education; ethical values; values edcuation},
abstract = {When I was born, in 1949, teachers in Sweden were not allowed to teach religion if they did not belong to the Swedish Lutheran Church.1 The name of the subject in school was ‘Christianity’ and religious education was also mainly about Christianity. Religion was in fact seen as a guarantee for security and stability. The society at that time, about fifty years ago, had changed from an agricultural society to an industrial one. This required a disciplined, specialized and rational worker. But during the last fifty years the economy and working life have gone through extensive changes. Nowadays only about 15% are employed in the manufacturing industry in Sweden and there is an increasing demand for a reflective, enterprising human being with power of initiative and personal accountability. As a logical consequence the society sometimes designates as a ‘K-society’ with knowledge, competence, competition, communication and creativity in focus (all words in Swedish being spelled with‘k’ as the first letter)}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2009_2,
title = {Non-confessional and confessional education. Religious education in public schools and in the Church of Sweden},
author = {Osbeck, Christina and Pettersson, P},
year = {2009},
journal = {How Teachers in Europe Teach Religion. An International Empirical Study in 16 Countries},
pages = {211--226},
language = {eng},
publisher = {Münster : LIT-Verlag},
keywords = {subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_axelsontomas_2025,
title = {Rörligt bildberättande: Möte med religioner och självförståelse},
author = {Axelson, Tomas and Ghasempour, Danial},
year = {2025},
journal = {Barn i religionernas värld},
pages = {109--131},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {history of religion; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science; humanioraseminariet}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_malamamia_2017,
title = {Student teachers’ viewpoints of the current RE solution and how RE should be profiled in the future in Finland},
author = {Malama, Mia},
year = {2017},
journal = {Nordidactica},
volume = {2017},
pages = {70--86},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education (re); secular ethics; the finnish re model; student teachers; religious studies and theology},
abstract = {This study focuses on Finnish student teachers’ viewpoints of the current RE model and their views on how RE should be profiled in the future. The idea of this article is to formulate possible models to organize RE in Finland based on the data gathered by student teachers. The topic is very timely and urgent as Religious Education (hence RE) has been fiercely debated in different European countries. There have also been debates about the function and profile of, and the most suitable model for, RE in Finland. The data of this study consist of 149 essays written by 35 student teachers studying in a class-teacher program and 114 teacher students studying in a subject-teacher program. The data were analyzed by qualitative content analysis. The main research questions are: 1. What kinds of strengths and challenges do student teachers see in the current RE solution? 2. What kinds of RE-models would they prefer in the future? 3. According to them, what kinds of model scenarios could be formulated? Many student teachers prefer a model where RE is taught both according to an individual’s faith as well as collectively, irrespective of the individual students’ faiths. Could this kind of combination model take into account the strengths of both models (the current and joint models) and at the same time correct the problems associated with these models?},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2008,
title = {Gäst hos verkligheten: studiebesök som pedagogisk metod},
author = {Roos, Lena},
year = {2008},
journal = {Hermeneutik, didaktik och teologi},
pages = {132--136},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {religion/theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thurfjelldavid_2008,
title = {Possibility or proselytisation?: Reflections on the prospect of bridging worldviews through dialogue},
author = {Thurfjell, David},
year = {2008},
journal = {Hermeneutik, didaktik och teologi},
pages = {46--55},
language = {eng},
publisher = {Huddinge : Susanne Olsson, David Thurfjell},
keywords = {dialogue; religion; religionsdialog}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_4,
title = {Student Perectives on the Relation Between Mainstream Secular and Quran-based Islamic Education},
author = {Berglund, Jenny},
year = {2018},
journal = {Worldviews in Creating Meaning and Purpose for Learning},
pages = {5--5},
language = {eng},
keywords = {worldview; education; religious education; pedagogik med inriktning mot utbildningsvetenskap; educational science},
abstract = {My paper focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. The paper thus reflects how the Islamic worldview of the students impact their motivation and way of learning in secular school and also how their secular school environment impact their Islamic learning.The aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2017_2,
title = {Buddhismens budskap},
author = {Petersson, Tommie},
year = {2017},
language = {swe},
publisher = {Clio},
keywords = {religionskunskap; buddhism; läromedel},
abstract = {Artikel om buddhismens budskap, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2017_3,
title = {Hinduiska gudar},
author = {Petersson, Tommie},
year = {2017},
language = {swe},
publisher = {Clio},
keywords = {religionskunskap; hinduism; läromedel},
abstract = {Artikel om gudar inom hinduismen, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2017,
title = {Det oväntade i so-ämnenas undervisning: bjudningar till annat kunskapande och tillblivande},
author = {Olson, Maria},
year = {2017},
journal = {Nordidactica},
number = {2},
pages = {1--7},
language = {swe},
publisher = {: Karlstads Universitet},
keywords = {det oväntade; samhällsorienterande ämnen; undervisning; risk; utbildning och lärande; education and learning; individual and society vidsoc; subject learning and teaching},
abstract = {I detta temanummer riktar vi intresse mot So-ämnenas undervisning i skolan. Vi tar vår utgångspunkt i vad de flesta lärare vet, men kanske inte alltid finner tid, utrymme eller någon lämplig plattform att uttrycka. Nämligen att all undervisning, och i förlängningen all utbildning – av nödvändighet – är omhuldad av risk (Biesta 2013), av det som är oväntat. Ambitionen i artiklarna är inte i första hand att lyfta fram detta oväntade som en omständighet eller nödvändighet i allmän mening i utbildningssammanhang. Ambitionen är snarare att utifrån denna nödvändighet resa frågor till den dagliga undervisningen i de samhällsorienterade ämnena religionskunskap, samhällskunskap och historia, alternativt i so-undervisning generellt. Utifrån skilda empiriska, i högre eller lägre grad teoretiskt färgade ansatser, prövar vi att resa frågor som på olika sätt knyter an till vårt överordnade syfte i temanumret, vilket är att undersöka om, och i så fall vilka särskilda villkor eller bevekelsegrunder som kan tänkas prägla just de samhällsorienterade ämnenas undervisning, sett i ljuset av det oväntade som en potential, som möjlighet.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2005,
title = {Is "ground of values" a religion? About training world views in a non confessional school},
author = {Osbeck, Christina and Cöster, H.},
year = {2005},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2018,
title = {Befrielse i buddhismen: Att bryta återfödelsen},
author = {Petersson, Tommie},
year = {2018},
language = {swe},
publisher = {Clio},
keywords = {religionskunskap; buddhism; läromedel},
abstract = {Artikel om befrielsetanken inom buddhismen, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_peterssontommie_2017_4,
title = {Befrielse i hinduismen: Att bryta återfödelsen},
author = {Petersson, Tommie},
year = {2017},
language = {swe},
publisher = {Clio},
keywords = {religionskunskap; hinduism; läromedel},
abstract = {Artikel om befrielsetanken inom hinduismen, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_halvarsonbrittonthrse_2022,
title = {Frågedriven undervisning - en planerings- och undervisningsmodell med ett exempel från religionskunskap},
author = {Halvarson Britton, Thérèse and Johansson, Maria},
year = {2022},
journal = {SO-didaktik},
volume = {11},
pages = {8--19},
language = {swe},
publisher = {Stockholm : SO-didaktik i centrum},
keywords = {enquiry; inquiry; ämnesdidaktik; frågedriven undervisning; didaktisk modell},
abstract = {FDU är en strukturerad metod att konstruera och kombinera frågor, uppgifter och källor. Den utgår från en angelägen fråga med såväl relevans för elever som betydelse för ämnet. Eleverna tar sig an frågan genom ett antal stödfrågor, som besvaras genom formativa upp- gifter och källor. Genom att arbeta igenom stödfrågorna en i taget får eleverna kunskaper och verktyg att diskutera den angelägna frågan på ett informerat och väl underbyggt sätt. En unik aspekt av FDU är en så kallad “blueprint”, en gra sk översikt (en A4-sida med alla bärande komponenter) som hjälper lärare att konstruera en FDU. },
issn = {2002-4525}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssonlarsgran_1997,
title = {Perspektiv på barnuppfostran: En studie av föräldraskap i kristen miljö : [a study of parenting in a Christian context]},
author = {Carlsson, Lars-Göran},
year = {1997},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {education; child-rearing; parent-child relationships; parental beliefs; parental ideas; parenting; parents; christian; religious},
abstract = {The dissertation deals with the raising of children within the framework of the family andfrom the perspective of the parents. The study treats the parents' intentions and understanding of themselves as parents and their thoughts regarding parenting. An investigation wascarried out among parents from Christian contexts characterized as nonconformist and low-church. The purpose was to describe these parents' perspectives, strategies, and practical common sense in childrearing and to understand these aspects in the light of the socio-cultural context and the religious commitment.A questionnaire survey was carried out in a larger group (n=114) and semi-structured,open interviews with eighteen parental couples, selected from the larger group under study.The parents put particularly strong emphasis on the family and family child care in order to create emotional security for the children and to convey Christian faith and traditional ethical values such as reliability and honesty. As a strategy they also stressed church-related activities. In achieving these goals the parents did not want the children to feel estranged from the surrounding secular society. Therefore most of the parents put less emphasis on transmitting an old sub-cultural nonconformist life style.The preferred parenting-strategy seemed to be a guiding and interactive authoritative style with a concomitant idea of Christian parenting as characterized by an understanding-accepting behavior toward the children, with a strong emphasis on the concept of forgiveness-a phenomenon that grew with increased religious commitment. The parents rejected oldfashioned authoritarian child-rearing and wanted to develop a relationship based on confidence and openness. Variations were found in parental patterns related to the family environments, education and religious commitment.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wikstrmcharlott_2023,
title = {Hjärnövermättning och hjärtehunger: bildningsideal och pedagogiska visioner i Emilia Fogelklous författarskap 1902–1931},
author = {Wikström, Charlott},
year = {2023},
language = {swe},
publisher = {Umeå universitet},
keywords = {emilia fogelklou; womens history; edutopias; progressive education; bildung-ideals; popular education; religious education; 1900s; sweden; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {Emilia Fogelklou (1878–1972) was an author and pedagogue in twentieth century Sweden. She was a teacher mainly in the field of religious education and was involved in progressive schools such as Gothenburg co-educational school (Göteborgs högre samskola), Birkagården folk high school (Birkagårdens folkhögskola) and the Female civic school (Kvinnliga medborgarskolan). In 1902, Fogelklou experienced a spiritual awakening (Verklighetsupplevelsen) which led to her conviction that it was possible to find a pedagogy that could help the individual to get in contact with an inner divinity.The aim of this thesis is to deepen the understanding of Fogelklou’s pedagogical ideas between 1902–1931 by examining her collected writings in relation to contemporary ideas. In three chapters, her pedagogical presuppositions, main pedagogical principles, and ideas about religious education in practice are analysed. The two research questions are: How does Fogelklou’s view of education relate to previously formulated Bildung-ideals? How can her pedagogical ideas be characterised? Theoretically, the study employs two perspectives. Firstly, the study draws on Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) from the first half of the twentieth century in Sweden, and relates these to Fogelklou’s ideas. The results are related to the Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) that previous research has identified in Sweden during the first half of the 1900s. Secondly, the study applies concepts from theories of utopianism and edutopianism.Methodologically, the study makes use of contextualisation and comparison. Three contextual levels are considered: the individual, the textual, and the broader culture context. The analysis explores the contexts in which Fogelklou was engaged and presents new perspectives on her outlook, particularly with regard to her visionary pedagogical concepts.This thesis finds that Fogelklou’s thinking was characterised by a religiously marked edutopia. In the thesis, this distinctive pedagogical feature is labelled a “spiritual Bildung-ideal”. This ideal differs from the Bildung-ideals that have been identified in previous research, both in terms of the ideological basis as well as in ideas about teaching methods and materials. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_johnssonharrieanna_2020,
title = {Samhällsämnenas didaktik},
author = {Johnsson Harrie, Anna and Ludvigsson, David},
year = {2020},
journal = {Ämnesdidaktik vid Linköpings universitet},
pages = {19--25},
language = {swe},
publisher = {Linköping : Linköping University Electronic Press},
keywords = {ämnesdidaktik; samhällsämnen; undervisning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonanna_2021,
title = {Controversial Topics in Social Studies Teaching in Sweden},
author = {Larsson, Anna and Larsson, Lars},
year = {2021},
journal = {Nordidactica},
volume = {1},
pages = {1--21},
language = {eng},
publisher = {Karlstad : Karlstads universitet},
keywords = {controversial issues education; comparative perspective; civics; geography; religious education; sweden; education},
abstract = {In recent international educational policy discussions, the importance of schools and teachers dealing with controversial societal issues has been highlighted as the role of such issues in the liberal democracies has been discussed. However, we do not know much about the present situation in schools; which controversial issues that teachers choose to bring up in teaching, and how these are related to the curriculum. In this article, we present, based on 80 teachers’ survey answers, which controversial issues are being dealt with in Swedish social studies subjects in grades 7–9, and we analyse them comparatively between the subjects and in relation to the curriculum. The study shows that teachers in different ways combine topical problems with curriculum objectives in their transformation of contents into classroom teaching. Based on how the findings of this study can be related to previous discussions about controversial issues education, we argue that to be able to explain the teachers’ choices, we need to develop the conceptual and educational theories on this matter to more involve what takes place among the students and in everyday classroom realities.},
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2002,
title = {Klassrummet som diskussionsarena},
author = {Liljestrand, Johan},
year = {2002},
language = {swe},
publisher = {Örebro universitetsbibliotek},
keywords = {discussion; democracy; public issues; education; participation; meaning making},
abstract = {The aim of the dissertation is to study whole class discussions in the Swedish upper secondary school, concerning issues subjected to controversy in the public debate. The empirical study is related to a wider question: the possibilities for the school to educate democratic citizens.By using discourse analysis,14 videotaped lessons from social- and religious studies where analysed, with the ambition to investigate recurrent patterns of participation and meaning making. Five teachers and six classes participated in the study.The analysis shows that the teachers have two concurrent goals: to focus on the students’ contributions on issues in the public debate, and introduce the students to different questions in the public debate. A consequence of these goals is that the role of the teacher often becomes complex. By acting on the basis of having responsibility for the students’ development of knowledge, and sometimes also calling attention to certain values, the teacher attempts to guide the students as not yet ready for the public debate. Features from other kinds of teacher-centred education are thereby present in the discussions. However, students can also act as more autonomous participants in relation to the teacher. When they are not answering the teacher’s questions in an expected way, and in particular, in situations in which they are interacting with each other, the students may discuss the public issues without being teacher-guided to the same extent as in other situations.The last chapter concludes that the authority of the teacher is partly given by the official steering-documents. It is still possible to ask if the guiding role of the teacher itself could be subjected to discussion. This suggestion is made from the point that teacher authority is considered as more or less limited for developing a critical attitude among the students. One may also ask if the students’ could be offered possibilities to choose the topic for discussion themselves. This latter point is made against the background that classroom-discussion presupposes student’s viewpoints in order to be accomplished.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_karahananne_2010_1,
title = {The Issue of περιχώρησις in Byzantine Holy Images},
author = {Karahan, Anne},
year = {2010},
journal = {Studia patristica},
pages = {27--34},
language = {eng},
publisher = {Leuven : Peeters Publishers},
keywords = {byzantine art; byzantine aesthetics; orthodox didactics; trinitarian theology; trinity; religious didactics; greek patristics; περιχώρησις; communicatio idiomatum; basil of caesarea; gregory nazianzen; gregory of nazianzos; gregory of nyssa; john damascene; john of damascus; akathistos hymn; luminous darkness; san vitale; ravenna; the chora church; istanbul; history of religion; byzantine studies; bysantinologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ouispernilla_2014,
title = {Religiös tolkning och praktik i skolan: Om befrielse från undervisning, religionsfrihet och barns rättigheter i skolan},
author = {Ouis, Pernilla},
year = {2014},
journal = {Perspektiv på religionskunskap i svensk skola},
pages = {9--21},
language = {swe},
publisher = {Trollhättan : Föreningen lärare i religionskunskap (FLR)},
keywords = {barns rättigheter; mångkulturalism; religionskunskap; befrielse från undervisning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2014_3,
title = {Negotiations on Religion: Young peoples' articulations on religion in a diverse society.},
author = {von Brömssen, Kerstin},
year = {2014},
language = {eng},
keywords = {religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_haakedalelisabet_2015_1,
title = {Classroom Studies on Religious Education – A Variety of Approaches. A review of Mette Buchardt 2014 Pedagogized Muslimness. Religion and Culture as Identity Politics in the Classroom},
author = {Haakedal, Elisabet},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {169--171},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious studies and theology},
issn = {2000-9879}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonkristoffer_2014_1,
title = {De nationella proven i religionskunskap och samhällskunskap. En analys som belyser de formativa aspekterna av proven.},
author = {Larsson, Kristoffer},
year = {2014},
language = {swe},
keywords = {ämnesdidaktik; bedömning; betyg; nationella prov; samhällskunskap; religionskunskap; grundskola}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1997_2,
title = {Utvärdering och kvalitetsarbete},
author = {Hedin, Christer},
year = {1997},
journal = {Didactica minora},
volume = {3},
pages = {19--42},
language = {eng},
keywords = {history of religion},
abstract = {Detta är en uppsats i didaktik som diskuterar frågan om utvärderingarnas form och funktion. Utvärderingar göres ofta av de personer som just genomgått en kurs. Inget talar för att just dessa är bäst på att bedöma om kursmålen uppnåtts. I akademisk undervi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2024_3,
title = {Afterword: Reflections on the Study of Religion in Sweden},
author = {Berglund, Jenny and Jensen, Tim},
year = {2024},
journal = {The study of religion in Sweden},
pages = {268--274},
language = {eng},
publisher = {London : Bloomsbury Academic}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmfredrik_2018,
title = {"... vare sig de levande eller de döda": om Gud och människa i Ruts bok},
author = {Lindström, Fredrik},
year = {2018},
journal = {Ordet är dig mycket nära},
pages = {23--36},
language = {swe},
publisher = {Skellefteå : Artos & Norma},
abstract = {I denna artikel ger jag en förklaring till den för Ruts bok karakteristiska transparensen i guds gärningar. Att JHVH framställs som verksam genom huvudkaraktärerna Rut och Boas goda gärningar har sin grund i bokens etisk-didaktiska syfte. Berättelsen gudomliggör dessa modellfigurers handlingar genom att framställa dem som Guds egna. att JHVH identifierar sig med ett sådant liv i solidaritet visar sig i att detta livsval belönas, det välsignas och förs till ett gott slut, för dem som väljer det och för dem som är föremål för detsamma. Berättelsens enbart positiva gudomliga vedergällning, som innebär att JHVH belönar generös trofasthet som går utöver vad man kan förvänta eller förtjäna, ger profil åt Guds ledning. Att detta tema saknar gemenskap med den försynstro som låter Gud orsaka också lidandet åskådliggörs även av hur Noomi tecknas i ruts bok.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skoghingabritt_2006_1,
title = {Värdering av elevers kreativitet och innovativa förmåga: Svenska erfarenheter av ett engelskt bedömningsinstrument},
author = {Skogh, Inga-Britt},
year = {2006},
journal = {Forskningskonferens i teknikdidaktik},
language = {swe},
keywords = {bedömning; kreativitet; skola; elever; lärare; england; sverige},
abstract = {Forskningsprojektet Assessing Design and Technology är ett samarbetsprojekt mellan forskarepå Goldsmiths College och en grupp didaktikforskare på Lärarhögskolan i Stockholmkring bedömning av kreativitet och innovativ förmåga.Utgångspunkten för studierna inom projektet är ett bedömningsinstrument som professorKimbell och hans forskargrupp vid Goldsmiths College. Instrumentet är särkilt framtaget föratt fånga förmågor som kreativitet och innovativ förmåga. Detta instrument har nu prövats förförsta gången utanför England.Inom ramen för projektet studeras såväl bedömningsaktens utfall (elevernas prestationer itestet och bedömningen av dessa prestationer) som elevers och lärares upplevelser och agerandei bedömnings/bedömarsituationer. De metoder som har använts vid datainsamlingen ärobservationer, intervjuer och enkäter.Bland de resultat som hittills har framkommit kan nämnas att de svenska eleverna lyckaslika bra på testet som engelska elever. Variationen i lösningarna följer också i stort sett sammamönster som i England. Precis som i England finns ingen korrelation mellan elevernas betyg itestet och elevernas skolbetyg i ämnet design. Elever och lärare är överlag positiva till testesutformning.I studien framskymtar olika pedagogiska konsekvenser av utformningen av testet och testsituationen.Bland de frågor som väcks i studien kan nämnas frågan om vilka konsekvensersom följer av att ett bedömningsverktyg utformas för att passa i ett språkligt, kulturellt ochsocialt sammanhang men sedan används i ett helt annat, frågan om hur omständigheternakring en testsituation påverkar elevernas möjligheter att göra sig själva rättvisa samt fråganom hur eleverr och lärare tänker om bedömning i skolan.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_myrvoldkristina_2007,
title = {Inside the Guru's Gate : Ritual Uses of Texts among the Sikhs in Varanasi},
author = {Myrvold, Kristina},
year = {2007},
language = {eng},
publisher = {Centre for Theology and Religious Studies, Lund University},
abstract = {Popular Abstract in Swedish Sammanfattning: För religiösa sikher är Guru Granth Sahib en helig skrift som manifester ontologiskt gudomliga och förkroppsligar de historiska guruernas lära och uppenbarelseerfarenheter. Samtidigt har sikherna tagit uppfattningen om en helig skrift längre än någon annan religiös tradition genom att behandla Guru Granth Sahib som en levande guru med både andlig auktoritet och agens att vägleda människor och upprätta förbindelser till det gudomliga. Skiften ligger till grund för religiösa föreställningar och värderingar och i dess närvaro utförs nästan varje sikhisk ritual och ceremoni. I den mest belysande definitionen är ett sikhiskt tempel - gurdwara eller guruns port - den plats där Guru Granth Sahib dagligen görs närvarande för att hålla ett kungligt hov. Tidigt på morgonen installeras skriften på en upphöjd och utsmyckad tron för att ta emot tillbedjare och efter skymningen förs skriften ceremoniellt till ett speciellt sovrum där den placeras på en himmelssäng för nattlig vila. I gudstjänster reciterar och sjunger sikherna hymner från skriften och utforskar dess semantiska innehåll för förståelse och vägledning i det sociala livet. Med tanke på den vikt sikher tillmäter Guru Granth Sahib, som en levande guru, är det förvånande att forskare har givit så liten uppmärksamhet till de religiösa förhållningssätt, beteenden och handlingar som omger den fysiska skriften och de levande traditionerna att muntligt framföra och utforska skriftens innehåll. "Inside the Guru's Gate: Ritual Uses of Texts among the Sikhs in Varanasi" söker att skapa en djupare förståelse för samtida religiös utövning och muntliga traditioner inom sikhismen. Studien är baserad på fältarbeten i en sikhisk församling i Varanasi (norra Indien) och undersöker hur lokala sikher uppfattar, använder och interagerar med Guru Granth Sahib och andra religiösa texter som tillskrivs gurbani status, dvs ord som har yttrats och nedtecknats av de mänskliga guruerna. Med utgångspunkt i ritualteori och antropologisk teori analyserar studien hur sikherna både skapar och bekräftar föreställningar om guruns närvaro och agens genom religiösa diskurser och rituella handlingar. Lokala diskurser bäddar in skriften i ett nätverk av relationer som bekräftar dess världsliga och utomvärldsliga identitet och kraft. Skriften har onto-teologiska relationer till det gudomliga, historiska relationer till de mänskliga guruerna och sociala relationer till sina lärjungar i historia och nutid. Genom att arrangera platser och utföra handlingar i gurdwaran höljer sikherna in Guru Granth Sahib i dagliga rutiner och presenterar skriften som en världslig suverän med auktoritet och kapacitet att ge andlig vägledning, förmedla en gudomlig uppenbarelse, och göra det möjligt för människor att få andliga kunskaper och erfarenheter. Av traditionen ingår Guru Granth Sahib i en mänsklig successionsföljd av guruer och har därför ärvt antropomorfiska vanor. Skriften har till och med sina egna livscykelritualer som markerar viktiga händelser i dess världsliga liv. Undersökningen hävdar att det är genom en rituell textanvändning av Guru Granth Sahib och de levande traditionerna av att muntligt förmedla skriftens ord som sikherna personifierar och bringar liv till skriften och ständigt gör dess lära levande och relevant för omväxlande kontexter i en mänsklig och socialt betingad värld. Att vara sikh - en lärjunge till gurun - innebär att utveckla både ett religiöst, didaktiskt och socialt förhållande till Guru Granth Sahib och den lära skriften innesluter.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kimanenanuleena_2018,
title = {Towards Interpretive and Empathetic Encounters between Worldviews},
author = {Kimanen, Anuleena and Kallioniemi, Arto},
year = {2018},
journal = {Nordidactica},
volume = {2018},
pages = {118--135},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {interreligious competences; inter-worldview competences; interfaith education; religious studies and theology},
abstract = {Research on young people’s attitudes and skills in dealing with religious diversity has been conducted in many surveys, but in real life one is faced with many different types of diversity. How does pupils’ preparedness for inter-worldview dialogue develop? This article approaches young people’s emotions faced by different types of dissimilarity and skills of asking about others’ worldviews. Key theories in analysing the results were Abu-Nimer’s stage model of interreligious sensitivity and Jackson’s interpretive approach to religious education with a special focus on empathy. The use of pictures when studying emotions revealed that most of the participants experienced non-religious features as pleasant. The pictures depicting the most dissimilarity were experienced as the most negative but also in many cases as interesting. The questions written by the teenagers indicated a wide range of attitudes and skills. Many of them were capable of addressing religious or personal meanings, thus showing an ability to rise above the surface level and seek understanding. An interesting category of questions on the possibility of inter-worldview interaction also emerged. Visual techniques in the research on teenagers’ thinking should be further developed because young people today are surrounded by images.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2017_2,
title = {Kan og bør religionsfaget bidra til personlig utvikling?},
author = {Skeie, Geir},
year = {2017},
journal = {Religion i skolen},
pages = {117--129},
language = {nob},
publisher = {Oslo : Universitetsforlaget},
keywords = {danning; eksistensielle spørsmål; religionsundervisning; didactic science for teachers and teaching professions; didaktik med inriktning mot lärararbete och lärarprofession}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_dudasvictor_2020,
title = {Exploring the identity of a group of Assyrian/Syriac young adolescents in Sweden: A mixed-methods study within the discipline of Psychology of Religion and the research field of Identity Development},
author = {Dudas, Victor},
year = {2020},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {identity development; religion; education; best friends; assyrians/syriacs; psychology of religion; religionspsykologi},
abstract = {The overall aim of this study was to explore the identity of a group of Assyrian/Syriac young adolescents (N=74; age: 9-15 yrs.) at two schools in Södertälje, Sweden. Being a sequential mixed-methods study, a quantitative phase preceded a qualitative phase. The following research questions guided the study: In what ways do a group of Assyrian/Syriac young adolescents in Sweden develop their identity? The current study is deductive, applying the theory of identity development and the bio-ecological model. The quantitative phase consisted of questionnaires that were distributed to informants where the Utrecht-Management of Identity Commitments (U-MICS) (the domains of education, best friends and religious faith) and items that inquired about identifications, attitudes toward languages, teachers, and classmates. The qualitative phased used semi-structured interviews with a focus on the experiences of the informants regarding their schools, religion and languages that were used in particular situations. The informants provided scores in all three domains of the U-MICS that indicated strong commitments and in-depth exploration and weak reconsideration of commitments. Teachers at the schools had the potential to affect the quality of education in a positive or negative way. This could result in an influence on the commitments and reconsideration of commitments in the education domain where, depending on the quality of education, the processes could consequently either be strengthened or weakened. Religion was ascribed an importance by the informants and their families. The formation cycle of identity in the religious faith domain was not as strong as the maintenance cycle among the informants. I suggested this as there were several consequences related to the process of reconsidering one’s current commitments. These consequences meant that the informants risked differentiating themselves from the family. The informant navigated several social identities by assigning and being assigned similarities and differences to other groups they interacted with. Social identity as an Assyrian/Syriac is, first and foremost, tied to belonging to a family, and secondly to the Assyrian/Syriac group. The connection between family and the Assyrian/Syriac group runs through religion and language.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_5,
title = {Interkulturell religionsdidaktik – kan mångfald i klassrummet förstärka undervisningen?},
author = {Franck, Olof},
year = {2019},
journal = {Föreläsning: Skolporten, fortbildning för lärare i religionskunskap, Näringslivets Hus, Stockholm 20191002},
language = {swe},
keywords = {interkulturell religionsdidaktik; etikdidaktik},
abstract = {Religion och religiös tro är idag mer närvarande i den offentliga debatten och i media än vad vi kanske trott för några decennier sedan. När skolans styrdokument talar om att eleverna ska ”ges beredskap att förstå och leva i ett samhälle präglat av mångfald”, ställs lärare, i inte minst religionskunskap, inför utmaningar såväl som möjligheter. • Hur kan lärare i klassrum där åsikter och trostillhörigheter är många, utveckla pedagogiskt fungerande strategier och ett moraliskt mod för att föra samtal om mångfald? • Hur skapas ett ”vi” istället för att skillnader förstärks? • Hur kan lärare, givet det omfattande fokus som i dagens skola ligger på kunskapskrav, bedömning och betyg, undvika en existentiell tystnad inför ett uppriktigt sökande efter mening, identitet och tillhörighet?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_walmannhidlekarimette_2019,
title = {Begynneropplæring og nivåspesifikk samfunnsfag- og KRLE-didaktikk for småskoletrinnet},
author = {Walmann Hidle, Kari-Mette and Krogstad, Kari},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {122--148},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {literature review; social studies; civics; citizenship education; religious education didactics; lower primary levels; initial education; basic skills; early childhood education and care; litteraturoversikt; samfunnsfagsdidaktikk; krle-didaktikk; småskoletrinnet; begynneropplæring; grunnleggende ferdigheter; barnehage; subject-specific education; ämnesdidaktik},
abstract = {The topic of this article is subject-specific didactics for social studies and religious education for the lower primary level. Since 2017, teacher education for the compulsory education in Norway is extended to a master’s degree and ”initial education” is made a key concept in the trajectory aiming at primary level teaching. The research question in this article is: What is the knowledge base for initial education in social studies and religious education respectively? Thus, the article has a comparative aspect. An analysis of the terms of reference for these educations demonstrates that subject-specific education is made an organising principle and that the basic skills of writing, reading and calculating are prioritised in all studies at the lower primary level. We have analysed the literature for social studies and religious education and found that a common trait between these is that subject-specific didactical research on the lower primary level is scarce. The literature is not concerned with initial education, either in social studies or in religious education. It focuses on subjectspecific topics. The likelihood of the subjects being reduced to a curriculum of basic skills is discussed. Furthermore, we give examples of didactical research on corresponding subjects in the Early Childhood Education and Care, which may well be employed as resources when developing the key elements, content, and methods of these subjects at the lower primary level.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustafssontommy_2017,
title = {A Fight over Souls: Documentary Films on the Rwandan Genocide with a Christian Theme},
author = {Gustafsson, Tommy},
year = {2017},
journal = {Journal of Religion and Film},
volume = {2},
number = {21},
pages = {1--40},
language = {eng},
publisher = {Omaha : University of Nebraska Press},
keywords = {rwanda; genocide; evangelical; catholic church; immaculée ilibagiza; partisan documentary; education; historical memory; study of religions},
abstract = {The 1994 genocide against the Tutsis in Rwanda have spawned over 150 feature films and feature-length documentaries, making it into the second most audio-visually recreated genocide after the Holocaust. Within this large body of historical films a subgenre have emerged with a distinctive Christian theme. This article explores these Christian themed documentary films about the Rwandan genocide and positions them within a film historical perspective as well as analyzes and contextualizes them as a subgenre of films about the Rwandan genocide within films about genocide in general. Of note are how memory and historiography are used, and the links between these films’ educational, religious, and commercial elements.},
issn = {1092-1311}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_5,
title = {Syrisk-ortodoxa kyrkan i Sverige: Tradition och förändring},
year = {2023},
language = {swe},
publisher = {Myndigheten för stöd till trossamfund},
keywords = {syriac orthodox church; sweden; migration; integration; tradition; congregation; organization; education; liturgy; oriental churches; swedish agency for support for faith communities; ywca-ymca; ymca; syrisk-ortodoxa kyrkan; sverige; församling; organisation; utbildning; liturgi; gudstjänst; orientaliska kyrkor; österländska kyrkor; myndigheten för stöd till trossamfund; kfuk-kfum; kfum; historical studies; historiska studier},
abstract = {Syrisk-ortodoxa kyrkan etablerades i Sverige under 1970-talet efter invandring från Turkiet, Libanon och Syrien. Kyrkan är idag det största kristna ortodoxa trossamfundet i Sverige med 48 lokala församlingar som samlar över 40 000 medlemmar. Publikationen beskriver hur den syrisk-ortodoxa kyrkan etablerades i Sverige och hur det syrisk-ortodoxa religiösa livet tar sig uttryck i Sverige idag. Boken bygger på resultat från forskningsprojektet Integration och tradition: framväxten av en Syrisk-ortodox kyrka i Sverige som genomfördes åren 2018–2021. Den övergripande forskningsfrågan för studien är hur traditioner förhandlas, förändras och upprätthålls i förhållande till olika integrationsprocesser.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundcarljohan_2025,
title = {Paul Within Greco-Roman Literature: The Methodological Debate in First Corinthians},
author = {Berglund, Carl Johan},
year = {2025},
language = {eng},
keywords = {ancient literary criticism; education; grammar; word studies; bibelvetenskap; nt; biblical studies; new testament},
abstract = {Regardless of how we perceive Paul’s position vis-à-vis Judaism after his Damascus experience, he undoubtedly authored literary epistles in Greek, and thus participated in Greek literary culture. In addition to the practice of encapsulating oratory in written form, this culture encompassed methods for literary analysis such as textual criticism, grammatical analysis, discussion of the text’s external referents, and critique of style and meter. As a Greek author from Tarsus, which Strabo (63 BCE–24 CE) describes as surpassing even Alexandria in its literary education, Paul can be expected to be versed in Greek literary-critical learning. This paper offers a reading of First Corinthians from the perspective of literary culture arguing that Paul includes learned Greek grammarians when he specifies his opponents (1 Cor 1:20), that he applies literary-critical methods when he discusses the treading ox and the meaning of πάντα (”everything”; 9:9–10; 15:27), and that his enigmatic phrase μὴ ὑπὲρ ἃ γέγραπται (”not beyond what has been written”; 4:6) refers to a well-known principle in ancient literary criticism.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_deborgdavid_2014,
title = {Religionsdidaktik i trepartssamtalets praktik: Perspektiv på kunskapsförhandling i mötet mellan akademi och yrke},
author = {Deborg, David},
year = {2014},
language = {swe},
keywords = {religionsdidaktik; ämneslärarutbildning; trepartssamtal},
abstract = {I bidraget diskuteras ämneslärarutbildningens trepartssamtal ur ett religionsdidaktiskt perspektiv. Syftet är att belysa frågan om vilken lärarkunskap som görs central i trepartssamtalet samt att bidra med perspektiv på hur förhandlingen kan gå till. Baserat på två observationer av religionsdidaktiskt inriktade trepartssamtal under verksamhetsförlagd utbildning (VFU) mellan student, lokal lärarutbildare (handledare) och lärarutbildare från högskola/universitet görs en prövande analys för att visa på tendenser i materialet. De centrala frågor som diskuteras rör dels process; hur trepartssamtal konstruerar religionslärarkunskap, och innehåll; vad som i samtalen kan förstås som religionslärarkunskap. Därmed prövas i bidraget begreppet religionslärarkunskap som en lärares religionsdidaktiska kunskap, i betydelsen viktiga kunskaper, förmågor och färdigheter som är nödvändiga för en lärare i religionskunskap att behärska. Vidare prövas i bidraget huruvida det i professionsteoretisk forskningstradition förekommande begreppet gränsarbete kan användas för att förstå och förklara hur gränser mellan akademi och yrke upprätthålls och omförhandlas i trepartssamtalet.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindblomlars_2016,
title = {Lyckat enligt Hattie är inte bättre för alla},
author = {Lindblom, Lars},
year = {2016},
journal = {Pedagogiska Magasinet},
volume = {9},
language = {swe},
publisher = {: Lärarförbundet},
keywords = {hattie; utvärdering; likvärdighet; education},
abstract = {När man undervisar vill man göra det på ett sätt som faktiskt fungerar. Om någon kan svara på vilka undervisningsmetoder som faktiskt fungerar, och vilka metoder som fungerar bättre än andra, så gör den personen alla oss som undervisar en stor tjänst. Ingen som följt svensk undervisningsdebatt har missat att John Hattie har levererat svar på dessa frågor. Hans slutsatser i Visible learning från 2009 bygger på ett stort antal andra forskares resultat och har fått enormt genomslag: på bara några få år har han citerats drygt 4 000 gånger i forskningslitteraturen. Rimligen behöver hans approach kompletteras med andra, mer kvalitativa, forskningsmetoder – men det hindrar inte att hans resultat ändå bör tas på största allvar....},
issn = {1401-3320}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsanja_2014,
title = {Schooling Krishna's Swedish Grandchildren: A History of the Swedish Gurukula: Past, Present and Future},
author = {Nilsson, Sanja},
year = {2014},
journal = {INFORM Anniversary Conference},
language = {eng},
keywords = {education; children; iskcon; gurukula; sweden; intercultural studies; interkulturella studier},
abstract = {The first ISKCON gurukula was opened at the temple Korsnäs gård in 1979 in Sweden. It was subsequently moved to the farm project at Almviks gård, and operated in different forms until the closing down in 2003. In 2010 the inhabitants at Almviks gård again applied for permission to run a school for children, but the application was denied. This article aims to detail the history of the Swedish gurukula in relation to the international development of ISKCON-headed gurukulas and discuss the following questions; why was it instigated and why did it close? How has the applications for a new school been received by the authorities? Is it likely that a new gurukula could open up in Sweden and how would it be organized? What is done to educate the children in religious theory and practice at this point?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindblomlars_2015,
title = {Snåriga vägar till likvärdighet},
author = {Lindblom, Lars},
year = {2015},
journal = {Pedagogiska Magasinet},
volume = {22},
language = {swe},
publisher = {: Lärrarförbundet},
keywords = {likvärdighet; jämlikhet; utvärdering; education},
abstract = {Likvärdighet är ett komplicerat begrepp. När Skolverket gjorde en utvärdering för något år sedan noterade man att det faktiskt inte finns något givet sätt att mäta om skolan är likvärdig eller inte. Det beror delvis på att det är svårt att veta hur man ska gå till väga för att undersöka de komplicerade sociala samband som finns inom undervisningsverksamhet, men också, tror jag, på att själva begreppet likvärdighet kan förstås på många olika sätt....},
issn = {1401-3320}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_thidevallsven_2000,
title = {Folkkyrkan, vision och verklighet: Ett folkkyrkligt reformprograms öden 1928-1932 : the fate of Folk Church reform programme 1928-1932},
author = {Thidevall, Sven},
year = {2000},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {religion; modernisation; secularisation; church reform; church independence; legislation; education; church property; folk church; state church; church of sweden; einar billing; k j ekman; arthur engberg; religion/theology; kyrkohistoria},
abstract = {This dissertation examines how the Church of Sweden interfaced with secular culture andsociety in the transition from the 1920s to the 1930s. The study is founded on three events:the House of Bishops meeting and the General Convention of the church in 1929; the SwedishParliament's meetings in 1930, which led to laws on local parish governance; and the GeneralConvention of the church in 1932, especially concerning issues of church property.In 1929 the Swedish bishops hoped for greater independence from the state and the rightfor citizens to resign their church membership. The also sought the continuing Christianeducation of Swedish children in schools and an integration of types of folk church reformswithin the institutional structure of the church (e.g. deacon ministries, mission work, andyouth work). Einar Billing formulated the theological basis for this new proposal, whichopposed a transformation of the church into a state institution for cultural, ethical, and vaguelyreligious purposes.The church's General Convention supported the bishop's program of reform. But in 1930,the Parliament passed new laws on local parish governance, which outlined a different kindof direction for the modernization of the Church of Sweden. The local governmental authoritydimension of the parishes was strengthened. Political parties gained influence on local parishboards, against the will of the General Convention. There was an increased gulf within thechurch between church ministries based on folk church reforms and the legally bindinggovernmental church boards. In 1932 the church's General Convention reacted to this newsituation in a defensive manner. Church opinion succeeded however in preventing asecularization of Christian education in schools.The House of Bishops entered the struggle as to how modern Sweden was to be shapedand defined. Different expectations developed between, on the one hand, perspectives ofa society unified by a Christian nationalism and, on the other hand, a society unified by areligiously neutral nationalism. In the end this would form a communal understanding ofmodern Sweden. The House of Bishops sought to define a Christian culture. The partialfailure of the church's implementation of reforms (in two of the three cases) would be decisivein how' the Church of Sweden would influence the modern Swedish welfare state.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordinmagdalena_2023,
title = {Inledning},
author = {Nordin, Magdalena and Johnsén, Henrik},
year = {2023},
journal = {Syrisk-ortodoxa kyrkan i Sverige},
pages = {5--9},
language = {swe},
publisher = {Bromma : Myndigheten för stöd till trossamfund},
keywords = {syriac orthodox church; sweden; migration; immigration; integration; tradition; congregation; organization; education; liturgy; oriental churches; syrisk-ortodoxa kyrkan; sverige; invandring; församling; organisation; utbildning; liturgi; gudstjänst; orientaliska kyrkor; österländska kyrkor; historical studies; historiska studier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordinmagdalena_2023_1,
title = {Syrisk-ortodoxa kyrkan i Sverige idag},
author = {Nordin, Magdalena and Johnsén, Henrik},
year = {2023},
journal = {Syrisk-ortodoxa kyrkan i Sverige},
pages = {39--53},
language = {swe},
publisher = {Bromma : Myndigheten för stöd till trossamfund},
keywords = {syriac orthodox church; sweden; migration; immigration; integration; tradition; congregation; organization; church; priest; executive board; deacon; activities; choir; youth; women; gender; education; liturgy; feast; language; oriental churches; syrisk-ortodoxa kyrkan; sverige; invandring; församling; organisation; kyrkobyggnad; kyrkolokal; präst; styrelse; diakon; verksamhet; kör; ungdomar; kvinnor; kön; utbildning; liturgi; gudstjänst; högtid; språk; orientaliska kyrkor; österländska kyrkor; historical studies; historiska studier}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sanderke_2008,
title = {Danske Verdensreligioner Islam},
author = {Sander, Åke},
year = {2008},
journal = {Nordic Journal of Religion and Society},
volume = {1},
number = {2008},
pages = {116--119},
language = {eng},
keywords = {islam; muslims; education; danmark}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2007,
title = {’We don’t go deep’: Educational choices among IRE-teachers in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2007},
journal = {Plurality and representation. Religion in education, culture and society, European Association for the Study of Religons, Bremen, 23–27 september 2007},
language = {eng},
keywords = {islam; education; kenya; kisumu; study of religions}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_freathyrob_2019,
title = {Worldviews and Big Ideas: A Way Forward for Religious Education?},
author = {Freathy, Rob and John, Helen C.},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {1--27},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {worldviews; big ideas; commission on religious education},
abstract = {This article explores the position of ‘worldviews’ in Religious Education, using England as a particular case study to illustrate contemporary international debates about the future of Religious Education (or equivalent subjects). The final report of the Commission on Religious Education (CoRE 2018) – which recommended that the subject name in England be changed from ‘Religious Education’ to ‘Religion and Worldviews’ – provides a stimulus for a discussion about the future of the study of religion(s) and worldview(s) in schools. The article offers a review of, and reflections on, the worldviews issue as treated in academic literature relating to Religious Education, before noting the challenges that the incorporation of worldviews presents. The article goes on to suggest ways in which a ‘Big Ideas’ approach to the study of religion(s) and worldview(s) (Wiggins and McTighe 1998; Wintersgill 2017; Freathy and John 2019) might provide criteria by which worldviews are selected for curriculum content. Finally, the article discusses what the implications of these recommendations might be for ‘Religion and Worldviews’ teachers and teaching.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2020,
title = {(S-)existential Questions among Students: Sexuality and Relations Education as part of Controversial Issues with importance for Citizenship Education},
author = {Liljefors Persson, Bodil},
year = {2020},
journal = {Citizenship at a Crossroads: Rights, Identity, and Education},
pages = {369--381},
language = {eng},
publisher = {Prague : Charles University and Children’s Identity and Citizenship European Association.},
keywords = {sexuality and relations; religious education; existential questions; sexual and reproductive health and rights; upper secondary school; teacher education; hälsa och samhälle; health and society},
abstract = {This chapter emanates from a research mission from the Public Health Agency of Sweden and the study was a mapping of Sexuality and Relations education and Reproductive health and Rights (SRHR) in the various Teacher Education programs throughout Sweden during the year 2016. Together with two colleagues, a survey of 875 syllabi from all universities in Sweden was analyzed through a qualitative textual discourse analysis. The theory behind the study is based on the fact that syllabi at Swedish Universities are designed based on the theory of constructive alignment. The overall result shows major differences between various universities. In the quantitative part, graphs show a great variation of the presence of indicators related to the subject area, such as i.e., ethics, gender, democracy, norms, norm criticism, core values, convention on the rights of the child, human rights, discrimination and offensive treatment. During 2018, questionnaires was administered to 175 student teachers from various Teacher Education Programs exploring the educational insights they have gained during their education regarding Sexuality and Relations and SRHR. This chapter presents results from both these studies and places them in a larger context of the debate of the subject area of Sexuality and Relations and SRHR in Education at various levels in Sweden today and involves agents such as the Swedish ministry of Education. (S-)Existential questions are urgent questions and are currently debated as controversial issues among young students in Sweden today, and thus considered to be an urgent part of an active citizenship education. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2011_2,
title = {Abrahams barn: inkluderande undervisning utifrån kreativt samarbete och dialog},
author = {Liljefors Persson, Bodil},
year = {2011},
journal = {Religionsdidaktik},
pages = {187--202},
language = {swe},
publisher = {: Studentlitteratur AB},
keywords = {religionsdidaktik; mångfald; livsfrågor; abrahams barn; inkluderande undervisning; dialog; läroprocesser},
abstract = {Detta bokkapitel behandlar ett forskningsprojekt där temat Abrahams barn stått i fokus i religionsundervisningen. Projektet har undersökt studenters erfarenheter av undervisning om temat Abrahams barn som ett moment i en kurs i lärarprogrammet som handlar om kulturmöten och identitet i skolan. I kursen introduceras judendom, kristendom och islam och i temat Abrahams barn, som ses som en didaktisk metod, får studenterna bland annat dramatisera berättelser ur Bibeln och Koranen efter ett upplägg av Dorothea Rosenberg. Ambitionen med kapitlet är att visa hur temat AB med sina ingående olika delar är ett sätt att undervisa om religions- och kulturmöten och identitetsskapande. Den kulturella och religiösa mångfald som möter i svenska klassrum idag kan på ett positivt sätt bidra till att religionskunskapsundervisningen blir ett spännande och kreativt utrymme där elever kan engageras i pågående samtal om vad som gör ett samhälle hållbart. Ett ämnesteoretiskt och didaktiskt medvetet arbete med temat Abrahams barn kan fungera utmärkt i syfte att skapa förutsättningar för inkludering och kulturmöten på olika stadier och utbildningsnivåer.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2011_3,
title = {Religion as a resource? Spoken discourse on encountering religion and religious education in Swedish schools},
author = {von Brömssen, Kerstin},
year = {2011},
journal = {ENRECA, London. 12-16/5, 2011.},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2017_1,
title = {Presentation of a Council of Europe ProjectPolicy, Research and Practice for ‘Inclusive’ Religious Education – Swedish and Norwegian Translations of Signposts now available},
author = {Jackson, Robert},
year = {2017},
journal = {Nordidactica},
volume = {2017},
pages = {111--115},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious studies and theology},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_guggenmosesthermaria_2024,
title = {Life Education in Contemporary Greater China – Are Religions Back as Players in Public Education?},
author = {Guggenmos, Esther-Maria},
year = {2024},
journal = {Religions & Christianity in Today's China},
volume = {1},
pages = {38--41},
language = {eng},
issn = {2192-9289}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cavallinclemens_2018,
title = {Religious Studies in India. Banaras Hindu University: Religion and Universal Human Values},
author = {Cavallin, Clemens and Sander, Åke},
year = {2018},
journal = {Journal for the Study of Religions and Ideologies},
volume = {50},
number = {17},
pages = {30--45},
language = {eng},
keywords = {banaras hindu university; human values; india},
abstract = {The lack of academic religious studies in India has several causes: the choice of the secular University of London as model for the first universities in India in 1857, the secular constitution, the secularist approach of the first prime minister of India, Jawaharlal Nehru, and the explosive relation between major faith traditions. However, with the waning of the Indian secularist framework and the continued power and influence of Hindutva ideology, there is a need to discuss different models for religious studies in India. In this article, the point of departure is Banaras Hindu University (BHU), one of the few universities in India that has religious studies, but also a faculty of Hindu theology. The focus is on the history of BHU and the recommendations of several educational commission from the 1930s to the 60s, with a note on recent attempts at BHU of renewing value education. The aim is to highlight one alternative for developing religious studies in India, whose primary goal is the formation of good citizens enabled by a set of universal human values instantiated in local traditions.},
issn = {1583-0039}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonanna_2019,
title = {Kontroversiella samhällsfrågor i samhällsorienterande ämnen 1962–2017: en komparation},
author = {Larsson, Anna},
year = {2019},
journal = {Nordidactica},
volume = {3},
pages = {1--23},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {comparative didactics; geography; religious education; civics; social studies; historia med utbildningsvetenskaplig inriktning; history of education; subject-specific education},
abstract = {Teaching social studies in Swedish school involve dealing with many complex and potentially controversial issues. This implies didactical challenges. This article uses a subject comparative perspective to discuss how controversial societal issues have been presented and changed as teaching objects in the social studies subjects in Swedish school years 7 to 9 since 1962. By following curriculum changes over time, the aim is to show similarities and differences between the school subjects of geography, history, religion and civics concerning the role of controversial issues. What controversial issues can be found in the curriculum texts? How are teachers supposed to teach them? What importance for the students are they given? By comparatively answering these research questions this study offers deepened knowledge about the social studies subjects and the role of controversial issues, but also about Swedish curriculum history in general.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_abrahamgetahunyacob_2020,
title = {A post-colonial perspective on African education systems},
author = {Abraham, Getahun Yacob},
year = {2020},
journal = {African Journal of Education and Practice},
volume = {5},
number = {6},
pages = {40--54},
language = {eng},
publisher = {: International Peer Reviewed Journals and Books (IPRJB)},
keywords = {precolonial; colonial; postcolonial; africa; education systems; education},
abstract = {Purpose: The purpose of this article is to discuss about precolonial and colonial education and the development of the education systems in the postcolonial Africa. The paper will deal with the questions whether there were any education systems in precolonial Africa and motives for introducing the colonial education systems. Further the relation of the colonial education systems with the needs of the local society, the postcolonial education systems and their future will be analysed. Methodology: Postcolonial perspective is a theoretical frame for the study. A desk-research was conducted to identify and select the relevant literature. Content analysis was used as a method to understand, analyse and interpret the literature. Findings: The results of the literature review show that there were socialization mechanisms before colonialism in African societies. Education introduced in its modern form by missionaries was supposed to serve mainly religious purposes and to train low level functionaries by colonial states. Instead of focusing on local realities education was used to teach the glories of the colonial countries, spread their language and culture as well as introduce a new way of life by condemning all that was native. After independence the inherited colonial education systems continued isolating the masses who had no access to the colonial languages. Unique contribution to theory, practice and policy: Findings of this study shows some limitations in African education systems. It is necessary that education policy makers and other concerned stakeholders´ to increase the use of local languages to reach the society at large, to focus on contents relevant to their contexts, to provide both theoretical and skill-based education useful for development of society and to aim towards educating productive, conscious, critical and democratic citizens.},
issn = {2519-0296}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindbergviveca_2023,
title = {På vilka sätt bidrar naturbruksprogrammets instruktörer till elevernas yrkesbildning?},
author = {Lindberg, Viveca and Annika, Hemingstam},
year = {2023},
journal = {Book od abstracts},
pages = {48--48},
language = {eng},
keywords = {vocational knowing; vocational bildung; instructors; natural resource programme; participatory observations; yrkeskunnande; yrkesbildning; instruktörer; naturbruksprogrammet; deltagande observation; subject learning and teaching; ämnesdidaktik},
abstract = {Vår bidrag bygger på 1) Volanens (1999; ) argument att det filosofiska bildnings begreppet måste förstås på ett helt annat sätt än än som en fråga om status för vissa former av kunnande och visst kunskapsinnehåll framom andra. Historiskt har bildning tolkats som individens strävan mot worthiness (s. 168) som förverkligas i förhållande till antingen religion, vetenskap och lärdom, eller ett yrke. Utifrån det introducerar han begreppet yrkesbildning. Ett sådant förhållningssätt till yrkesutbildning förutsätter att innehållet inte enbart handlar om att lära sig använda maskiner och redskap och utföra service på dem eller producera varor/tjänster. Enligt Stratmann (1994) var det under skråtiden i Tyskland vanligt att lärlingar bodde hos sin mästare för att även utveckla en förståelse för yrkesrollen, vem man ska bli, vilket antyder en identitetsformeringsprocess. Tyson (2016) har framför allt arbetat med berättelser som empirisk grund för att synliggöra erfarenheter ligger till grund för individers bildningsprocess. Syftet för vårt bidrag är att synliggöra hur och med vad instruktörerna vid ett naturbruksprogram bidrar till elevernas bildningsprocess under deras gymnasiala yrkesutbildning relaterad till smådjursvård. Instruktörerna är en yrkesgrupp som är vanligt förekommande inom naturbruksutbildning på alla nivåer, ändå saknas det studier i förhållande till dem. Metoder: Studien är etnografiskt inspirerad och baseras på följande data: deltagande observation och ljudinspelningar av två instruktörers tal under deras handledning av naturbrukseleverna på skolans djurvårdsanläggning, samt fältanteckningar och digitala foton relaterade till elevernas arbetsuppgifter. Då ljudinspelingarna transkriberats gavs de till respektive instruktör för genomläsning, varefter uppföljningsintervjuer genomfördes med dem. En tematisk analys (Braun & Clarke, 2006; 2021) genomfördes. Deltagande instruktörer och instruktörer har fått information om projektet och samtyckt till att delta.Resultat: Initiala analyser visar att instruktörerna dels fungerar som ett slags förebilder i skolmiljö och samtidigt som en brygga till arbetslivet. Tentativt tematiskt resultat pekar på att de genom strategisk kommunikation bidrar till att bland annat skapa förutsättningar för ett yrkesspråkande, introducerar till yrkesrelevanta instruktioner, använder sig av erfarenhetsbaserade narrativ i förebyggande syfte (sociala erfarenheter, jfr Vygotsky 2004).Referenser Stratmann, K. (1994). Lernern in der Berufserziehung – Eine historische Analyse zum Paradigmwechsel in der Berufsbildung, dargestellt anhand ausgewählter Dokumente. I A. Heikkinen, (Ed.), Vocational education and culture – European prospects from history and lifehistory (s. 7–40). Tampereen yliopisto.Tyson, R. (2016). Yrkesutbildning eller yrkesbildning: vad lär vi oss egentligen? En introduktion till empirisk yrkesbildningsdidaktik. Nordic Journal of Vocational Education and Training, 6(2), 1–16. https://doi.org/10.3384/njvet.2242- 458X.16621Volanen, M. V. (2006). Filoteknia ja kysymys sivistävästä työstä. Jyväskylän yliopisto. Volanen, V-M. (1999). Bildung through vocational education. I J. Lasonen (Ed.), Workforce preparation in a global context (s. 167–177). Jyväskylä UniversityVygotsky, L. S. (1990). Imagination and Creativity in childhood. Soviet psychology, 28(1), 84–96.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2019,
title = {(S-)Existentiella frågor: ett angeläget kunskapsområde med relevans för ämnet religionskunskap},
author = {Liljefors Persson, Bodil},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {194--208},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {religionskunskap; sex och samlevnadsundervisning; sexualitet; relationer; existentiella frågor; livsfrågor; religon; tro; traditioner; kursplaner},
abstract = {Detta bokkapitel handlar om sex- och samlevnadsundervisning och särskilt med koppling till religionskunskapsämnet i svensk skola. Sex och samlevnad har varit obligatoriskt i svensk skola sedan 1955 och har sedan dess varit en del av ämnet religionskunskap. I kapitlet berörs hur kunskapsområdet kan integreras som en central del i existentiella frågor och livsfrågor och därmed har särskild relevans inom skolämnet religionskunskap liksom hur det ser ut med sex och samlevnadsundervisning inom landets olika lärarutbildningsprogram.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_andersenkirstenm_2019,
title = {Qualifying didactic reflection in religious education through a model for religious competence},
author = {Andersen, Kirsten M. and Sigurdsson, Lakshmi},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {76--94},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious education; teacher qualifications; religious competence action research},
abstract = {Religion is a vast phenomenon, consequently the core elements in formal religious education are equally difficult to limit. Even though a national curriculum narrows down the scope of content to a certain extent, it is apparent how RE incorporates a whole range of methods and approaches. This article departs from another perspective, namely the fact that school is not exclusively responsible for religious education and formation. It raises the question of whether and how formal teaching from the perspective of teachers in school and vicars in church contributes to the specific pedagogical task of competence and authoritativeness (Bildung). One of the results of an action research project: ‘Educating (Bildung) towards religious competence’ is a fourfold model for developing analytical approaches to RE didactics based on the concept of competence/authoritativeness. With this model it is possible to connect knowledge of RE with general pedagogical and didactic reflection in the context of both school and church. In the article, we offer reflections on possible ways to strengthen the connection between RE research and teaching. The aim is to connect practical teaching experience with theoretical reflection, both knowledge of didactics and religious content knowledge. In recent times the ideal of formation for RE has understandably focused on competences for diversity and inter-religious understanding. The four-fold model for religious competence is our attempt to widen the scope and perspective of formation in schools. },
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2014_4,
title = {Is there a Place for Intersectionality in Religious and Values Education?},
author = {von Brömssen, Kerstin},
year = {2014},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_haakedalelisabet_2015_2,
title = {Practical Theology – Relevant for Multicultural Religion and World View Education? A review of John M. Hull. 2014. Towards the Prophetic Church. A Study of Christian Mission},
author = {Haakedal, Elisabet},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {166--168},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious studies and theology},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2011_1,
title = {Att undervisa och lära religionskunskap – Vad säger ERIC?},
author = {Osbeck, Christina},
year = {2011},
language = {swe},
keywords = {religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_talltorpke_2013,
title = {Sacrament and Growth: A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen},
author = {Talltorp, Åke},
year = {2013},
language = {eng},
publisher = {Linköping University Electronic Press},
keywords = {anglicanism; christian mission; china; evangelism; voluntary clergy; theological education},
abstract = {Åke Talltorp, Sacrament and Growth, A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen. Linköping Studies in Religion and Religious Education, No 7. Linköping University Electronic Press. ISSN 1404-4269 (on-line).Roland Allen (1868–1947) emerged as an independent missionary strategist within the Anglican Mission to China from 1895 to 1904 and within the interdenominational World Dominion Press from 1924 to 1930. He combined a Catholic view of Anglicanism with a deliberate concern for local Christian initiatives and the spontaneous expansion of local Christina communitieswithin their own environment. Basic in the ecclesiology was his view of the Church as a network of local fellowships celebrating the Sacraments. Thus nurtured local Christian fellowships were the proper means of Evangelization. In order to implement this understanding of Mission he encouraged experiments which included a system of voluntary clergy.In this study Allen’s brand of Sacramental Anglicanism is explored and his functional view of the proper agents of Mission assessed.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_peterheike_2022,
title = {Freedom from the curriculum and freedom to choose. Teacher education between norms and science.},
author = {Peter, Heike and Liljefors Persson, Bodil},
year = {2022},
language = {eng},
keywords = {progression in curriculum; concept of world religions; future curriculum; (historical religions in re); religious literacy; active citizenship},
abstract = {RE in Sweden is compulsory from the first to the last grade, focused on world-religions and ethics, and founded on the idea of progression. From grade 7-9 the concept of world religions is combined with life question and worldview-issues. We wonder if that changes the concept. In recent syllabuses changes for upper secondary classes, religion has explicitly to be related to gender, socioeconomic background, ethnicity and sexuality, which is formulated in a functional way. This puts the question of intersections of concepts on the edge. Teaching reality is confronted by oblivion and demotivation, perhaps because of progression and concept problems also recognizable in public debates revealing religious illiteracy. It is our ambition to question categories beginning with empirical material from religions not fitting in the world-religions-paradigm. Hereby we apply a perspective of historical anthropology of religion thus emphasizing theory in a critical way. This perspective aids to develop both the knowledge and competence of diversity that is seen as a fundamental value in the curricula as well as in the syllabus in RE. Furthermore, this is emphasized in formulations that students should act with responsibility in a nuanced way to religion in relation to themselves and the surrounding society. Also, this connects well to the concept of active citizenship that nowadays focus more often on the importance of citizens knowledge and that the students should develop a critically reflective citizenship and that they may actively participate in a democratic society. As we see it this is urgent to address since RE could be an important arena for discussions where education and knowledge intertwine.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svalforsulrika_2018,
title = {Ungdomars erfarenheter som resurs för hållbar utveckling: Om utbildning för hållbar utveckling och religionskunskapsämnet i gymnasieskolan},
author = {Svalfors, Ulrika},
year = {2018},
journal = {Prismet},
volume = {1},
number = {69},
pages = {51--68},
language = {swe},
keywords = {ungdomar; livsåskådning; religionskunskap; hermeneutisk förmåga; engagemang; makt; uthållighet; utbildning för hållbar utveckling; gymnasieskolan; sverige; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews},
abstract = {Denna artikel diskuterar hur ungdomars egna erfarenheter kan användas som en resurs i undervisning för hållbar utveckling inom religionskunskapen. Diskussionen sker mot bakgrund av en intervjustudie bland sistaårselever på fyra gymnasieskolor i Sverige. I dessa intervjuer framkommer det att ungdomar har gedigna erfarenheter av såväl engagemang som makt och uthållighet som är så pass integrerade med ungdomars uppfattningar om sig själva att de kan betraktas som delar av deras livsåskådning. Dessa erfarenheter kan därmed utgöra en resurs i undervisning om hållbar utveckling, vilket blir tydligt i religionskunskapen. Hållbar utveckling är ett tema som kan bidra till att stärka elevernas hermeneutiska förmåga och till mångfald - centralt för religionskunskapen och nödvändig för en hållbar utveckling.},
issn = {0032-8847}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_4,
title = {Ämnesdidaktiska insikter och strategier: Berättelser från gymnasielärare i samhällskunskap, geografi, historia och religionskunskap},
year = {2009},
language = {swe},
publisher = {Karlstad University Press},
keywords = {subject didactics; ämnesdidaktik; samhällskunskap; geography; geografi; religious studies and theology},
abstract = {Studiens syfte är att beskriva lärares arbete ur ett ämnesdidaktiskt perspektiv samt utveckla analytiska redskap för förståelse av lärares arbete inom sitt undervisningsämne. 15 erfarna lärare har intervjuats. I särskilda kapitel skisseras läroplansutveckling och forskningsläge för undervisning i samhällskunskap, geografi, historia och religionskunskap. Utförliga intervjuer med erfarna lärare redovisas för vart och ett av ämnena. Intervjuerna fokuserar på hur lärarna beskriver sina ämnesdidaktiska erfarenheter och de insikter som utvecklats under en mångårig lärargärning. Hur har deras undervisning förändrats under närmare 40 år i yrket? Vilka råd har de erfarna lärare att ge lärarstuderande och nya lärare? När lärarna utformar sitt sätt att undervisa, vilka frågor och perspektiv står då i centrum? Vilka likheter och olikheter framträder i lärarnas svar? Lärarnas biografiska berättelser visar stora likheter, även mellan de olika ämnena. Lärarna beskriver stora förändringar i sin undervisning. Tidiga år i yrket beskrivs som ”traditionell och läroboksberoende undervisning”, medan undervisning sent i karriären beskrivs med uttryck som ”variation, flexibilitet och elevorientering”. Lärarna har genom reflektion över undervisningserfarenheter och fortbildning fördjupat både sina ämneskunskaper och sin förmåga att möta olika elever. Lärarna uttrycker en rad ämnesdidaktiska insikter, inte i forskningens specialtermer, utan i vardagsspråk och genom metaforer. Termen ämnesdidaktiska strategier prövas för lärare som uppvisar en förhållandevis stabil, erfarenhetsbaserad orientering i sin undervisning.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_brobergmaximilian_2019,
title = {'Stay Awhile and Listen': Understanding the Dynamics of Mediatization, Authority, and Literacy in Swedish Religious Education},
author = {Broberg, Maximilian},
year = {2019},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {sociology of religion; religionssociologi},
abstract = {The aim of this article-based dissertation is to explore the role media play in Swedish Religious Education (RE). The purpose is to study Swedish RE teachers’ practices and how these can be related to various dynamics of mediatization, authority, and literacy. Conducted within the Teaching Religion in Late Modern Sweden project at Uppsala University, this study draws on a national survey, as well as semi-structured interviews and classroom observations with 22 RE teachers. Four specific research questions are posed, each addressed separately in four articles. (1) What kinds of media materials do Swedish RE teachers use in their teaching? (2) What kinds of media dynamics are present in RE classrooms where media materials are used? (3) How can RE teachers’ and students’ engagements with mediated religion be analysed from a multiple media literacies perspective? And, (4) how do RE teachers construct authority on religion in a mediatized situation? The first question is approached through a quantitative analysis of survey material, while the three remaining questions were analysed by the use of qualitative thematic analysis of the observations and interviews. The study finds that RE teachers in Sweden use and relate to various forms of media to a large extent in their daily teaching practices, and that these engagements with mediated religion illustrate the complex balance between the individual agency of the teacher on the one hand, and the media dynamics of amplification, framing and performative agency, and co-structuring, on the other. The teachers’ practices in relation to this are in the study viewed as a form of institutional work that is both caused by, and a contributing factor to, an increased mediatization of contemporary Swedish RE. The findings of the four articles are discussed in light of previous research on mediatization of religion in a Nordic context, specifically with regard to literacy and authority. The author argues that by studying these processes within an educational setting – a context that until recently has been under-explored within mediatization of religion research – the study provides new empirical as well as theoretical knowledge not only to the field of sociology of religion, but also to research on authority and religious education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2017,
title = {Relativism, vetenskap och religionsundervisning},
author = {Löfstedt, Malin},
year = {2017},
journal = {Religion och livsfrågor},
language = {swe},
publisher = {Malmö},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_2,
title = {2083 – A European Declaration of Independence - An Analysis of Discourses from the Extreme},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {Nordidactica},
volume = {2013},
pages = {12--33},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {breivik's manifesto; discourses; multicultural backlash; far-right movement; subject matter education.; religious studies and theology},
abstract = {This paper analyses three of the dominating discourses Anders Behring Breivik used in his compendium, the official title of which is 2083 – A European Declaration of Independence, also known as Breivik's Manifesto. It is believed Breivik posted his Manifesto on the Internet shortly before the attacks in Norway in July, 2011. The number 2083 stands for the year when the "Western European Civil War" was expected to be completed, all traitors executed, and all Muslims deported from Europe. This article will discuss dominating discourses in the Manifesto, seen from a background of a European multicultural backlash, in which the political far-right movement is increasing. Furthermore, this article will end with a discussion of education and the importance of analysis of such phenomena within different subjects.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2021,
title = {Moderniserad kristendom i läroböcker för högstadiet},
author = {Liljestrand, Johan and Carlsson, David and Thalén, Peder},
year = {2021},
journal = {Nordidactica},
volume = {2021},
number = {11},
pages = {51--70},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {teaching books; christianity; majority culture; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {In the Swedish curriculum for the compulsory school Christianity's influence on Swedish society and its values is a prominent theme. The research question in this paper is: how does the depiction of Christianity relate to the present Swedish society? Teaching books aimed for the compulsory national school system (year 7-9) has been analysed out from the assumption that the national context comprises a stronger link to its representation, rather than the context of religious communities. Ten teaching books were chosen from prominent publishers from 2011, the year of the present curriculum, until 2014. The books were read several times searching for preliminary and successively final patterns. One recurrent theme was identified: a preference for liberal, modernized Christianity. Language patterns regarding overall composition, intertextual links and choice of words were discerned in the excerpts favouring modern Christianity. This theme is contextualised in relation to the Swedish majority culture as post-Church, i.e. secular Lutheranism likewise recognisable in the Swedish curriculum. We suggest that the links between the teaching books and Swedish majority culture contributes to the reproduction of Swedish majority culture as a post-Church society. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1995,
title = {Organisation of education. Effects and Results},
author = {Bäckström, Anders},
year = {1995},
journal = {Network for Theological Education. Conference in Helsinki 22-24.9.1994},
pages = {11--24},
language = {eng},
publisher = {: Helsinki},
keywords = {sociology of religion; religionssociologi},
abstract = {Det är inte oviktigt hur en utbildning organiseras om syftet är att uppnå utveckling. Det gäller särskilt om den professionella kompetensen är relaterad till förmågan att använda sig av faktakunskaperna.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2007_1,
title = {From a Nordic Perspective: Religious Education and Teaching of Islam in Sweden},
author = {von Brömssen, Kerstin},
year = {2007},
journal = {Religious Education in Muslim World and Teaching Islam in Schools in Europe. Istanbul, Turkey, Nov., 2007.},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cavallinclemens_2011,
title = {After the State Church. A Reflection on the Relation between Theology and Religious Studies in Contemporary Sweden},
author = {Cavallin, Clemens},
year = {2011},
journal = {Journal for the Study of Religions and Ideologies},
volume = {29},
number = {10},
pages = {43--63},
language = {eng},
keywords = {theology; sweden},
abstract = {When the Church of Sweden ceased to be a state church in the year 2000, the parameters for a change in the relation between academic theology and religious studies (religionsvetenskap) at the state universities in Sweden was in place. My article, which is intended as a contribution to the sometimes unnecessarily agonistic discussion following the sharp critique levelled by the Swedish National Agency for Higher Education (Högskoleverket) in 2008, focuses on two basic oppositions underlying the present discourse, namely the tension between the expectation of economic utility and the ideal of a free search for knowledge; and that between, on the one hand, confessional neutrality and, on the other hand, the education of priests and pastors. As a conclusion, I suggest a way forward in three points: 1. The education of priests for the Church of Sweden must change as a result of the abandonment of the state church system. 2. At the same time, the state system should nurture a more positive attitude toward theological reflections developed at nongovernmental university colleges. 3. Thirdly, the interrelationship between secular religious studies at state universities and the tradition specific theologies developed at private university colleges could be essential for the balancing of the demand of economic utility and the principle of academic freedom as it concerns religious studies.},
issn = {1583-0039}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lilliestamannalena_2021,
title = {Samspel mellan ämnena},
author = {Lilliestam, Anna-Lena},
year = {2021},
journal = {I SO för lärare 4-6, Red. Olof Franck, Anette Johansson, Anna-Lena Lilliestam & Anna Pettersson},
pages = {225--231},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {samverkan mellan ämnen; ämnesövergripande undervisning; geografi; religionskunskap; samhällskunskap; lärarutbildning},
abstract = {I kapitlet visas hur ämnesinnehåll ur de fyra samhällsorienterande ämnena kan samverka i undervisning.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonanita_2020,
title = {Att undervisa om religion i den icke-konfessionella förskolan},
author = {Andersson, Anita and Puskás, Tünde},
year = {2020},
journal = {Traditionernas didaktik},
pages = {65--79},
language = {eng},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2011_2,
title = {Tro, värde och politik},
author = {Franck, Olof},
year = {2011},
journal = {Religion och livsfrågor},
volume = {1},
number = {2011},
pages = {6--8},
language = {swe},
keywords = {sverigedemokraterna; religionskunskap; islam; skola; undervisning},
abstract = {Artikeln rymmer reflektioner över valresultatet i september 2010 med fokus på Sverigedemokraternas framgångar. I texten diskuteras vilka utmaningar valresultatet i dess förlängning kan innebära för lärare i religionsunskap, inte minst när det gäller behovet av en vederhäftig och saklig undervisning om islam.},
issn = {0348-8918}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_blancksara_2019,
title = {SO för lärare 1 - 3},
author = {Blanck, Sara and Franck, Olof and Holmqvist Lidh, Carina and Lilliestam, Anna-Lena and Pettersson, Anna},
year = {2019},
language = {swe},
publisher = {Gleerups},
keywords = {so 1 - 3; geografi; religionskunskap; samhällskunskap; ämnesdidaktik; ämnesövergripande undervisning},
abstract = {Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1–3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen. De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen. Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1–3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap. Bokens författare har alla erfarenhet av att arbeta som lärare. De är verksamma i lärarutbildning, i forskning som rör lärande och undervisning, samt i arbete för att utveckla undervisningsmetoder.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_dalevisren_2007,
title = {Gud som haver barnen kär?: Barnsyn, gudsbild och Jesusbild i Barnens bibel och Bibeln i berättelser och bilder},
author = {Dalevi, Sören},
year = {2007},
language = {swe},
publisher = {Verbum Forlag},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2024_1,
title = {Understanding Complexity: Didactical Strategies for Promoting Critical Religious Literacy Among Pupils},
author = {Löfstedt, Malin},
year = {2024},
journal = {Religious Literacy in Secular Religious Education},
pages = {21--38},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {curriculum studies}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_1999_1,
title = {Att mäta moralisk kompetens: En jämförelse mellan Georg Linds MJT och Nationella Utvärderingen 98:s sätt att mäta medborgerlig moralisk kompetens},
author = {Osbeck, Christina},
year = {1999},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2005_1,
title = {Gemenskaper har sina gränser},
author = {Osbeck, Christina},
year = {2005},
journal = {och likväl rör det sig. Genusrelationer i förändring},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007_2,
title = {Harassment - a teaching tool to shape "life understanding"},
author = {Osbeck, Christina},
year = {2007},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2003,
title = {Harassment in school - actions of pupils and content of teaching - About implicit value-mediating},
author = {Osbeck, Christina},
year = {2003},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2006_1,
title = {Harassment is ongoing and understanding of life takes its forms},
author = {Osbeck, Christina},
year = {2006},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2002,
title = {Ingen går fri. Om genusformering i skolan},
author = {Osbeck, Christina},
year = {2002},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_3,
title = {Konsumtion som avgörelse},
author = {Osbeck, Christina},
year = {2008},
journal = {Hermeneutik, didaktik och teologi en vänbok till Björn Skogar},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2006_2,
title = {Kränkningars ursprung i den livsförståelse skolan bidrar till?},
author = {Osbeck, Christina},
year = {2006},
journal = {Grundskoletidningen, nr 5, 4-9},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2006_3,
title = {Kränkningens livsförståelse. En religionsdidaktisk studie av livsförståelselärande i skolan},
author = {Osbeck, Christina},
year = {2006},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_1998,
title = {Livsförståelse - Samtidsförståelse. Perspektiv på Thomas Ziehes idévärld och diskussionen om Thomas Ziehe i Sverige},
author = {Osbeck, Christina},
year = {1998},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2004,
title = {Normerande gemenskaper? Om värdegrund, livsförståelse och skolan som praktik},
author = {Osbeck, Christina},
year = {2004},
journal = {Konfirmandhandbok 2},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_4,
title = {Olika praktiker gynnar olika språkliga genrer},
author = {Osbeck, Christina},
year = {2008},
journal = {Religion och livsfrågor, nr 3, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_5,
title = {Policies of Religious Plurality - The Comparative Cases of Sweden and Norway},
author = {Osbeck, Christina},
year = {2008},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_6,
title = {Religionsdidaktikens framväxt och utveckling i Sverige},
author = {Osbeck, Christina},
year = {2008},
journal = {Didaktikens forum, nr 2, 9-20},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_7,
title = {Religionslärare i enkät och intervju},
author = {Osbeck, Christina},
year = {2008},
journal = {Religion och livsfrågor, nr 2, 14-15},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_8,
title = {Religionsläraren i fokus},
author = {Osbeck, Christina},
year = {2008},
journal = {Religion och livsfrågor, nr 2, 3},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2002_1,
title = {Skolan som genderiserande rum},
author = {Osbeck, Christina},
year = {2002},
journal = {Rum - upplevelsevärld - samhälle. Rapport från forskarkursen 'I Genderiserade rum'},
language = {swe},
publisher = {Karlstad : Karlstad university studies},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007_3,
title = {The hard lesson of life:A study of /re/construction of life in school from a religious educational perspective},
author = {Osbeck, Christina},
year = {2007},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_9,
title = {The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational Perspective},
author = {Osbeck, Christina},
year = {2008},
journal = {PANORAMA, Intercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible Research, 20, 106-115},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2008_10,
title = {Ungas förhandlande av identitet och livsförståelse - Tankar i anslutning till läsning av och intervju med Farzaneh Moinian},
author = {Osbeck, Christina and Osbeck, J},
year = {2008},
journal = {Religion och livsfrågor, nr 3, 20-22},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007_4,
title = {Unintended learning in RE? A study of a frequently used text book for pupils aged 13-16},
author = {Osbeck, Christina},
year = {2007},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2003_1,
title = {Var fjärde elev kränks i skolan},
author = {Osbeck, Christina and Wernersson, I. and Holm, A.-S.},
year = {2003},
journal = {Dagens Nyheter. 2003, februari, 26},
language = {swe},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2007_5,
title = {Vicitimization - a tool to teach each other a "correct" perspective of life},
author = {Osbeck, Christina},
year = {2007},
language = {eng},
keywords = {ämnesdidaktik; subject didactics; religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2011_3,
title = {Fundamentalismer som utmanar},
author = {Franck, Olof},
year = {2011},
journal = {Religionsdidaktik : mångfald, livsfrågor och etik i skolan / Malin Löfstedt (red.)},
pages = {65--77},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {fundamentalism; religion; metod; undervisning},
abstract = {I denna artikel analyseras begreppet fundamentalism, och med utgångspunkt i de tolkningar som presenteras diskuteras förutsättningar för en undervisning om vad fundamentalistiska uppfattningar kan vara och på vilka sätt de kan ta sig uttryck.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_gunnarssongunnarj_2008,
title = {”I don’t believe the meaning of life is all that profound”: A study of Icelandic teenagers’ life interpretation and values},
author = {Gunnarsson, Gunnar J.},
year = {2008},
language = {eng},
publisher = {Pedagogiska institutionen},
keywords = {life interpretation; life philosophy; existential questions; values; teenagers; homogeneity; plurality; security; insecurity; religious education.; education},
abstract = {What do teenagers recount about themselves and their interpretation of life and values, and what characterises individual teenagers’ perceptions and statements? What is the relation between teenagers’ life interpretation and values and social circumstances? What challenges to school religious education do the teenagers’ perceptions and statements represent? These questions are central to the study Icelandic Teenagers’ Life Interpretation and Values.The purpose of the study was to investigate some central elements in teenagers’ life interpretation so as to discuss the results in terms of social circumstances in Iceland and of school religious education. The background is that Icelandic society, having been relatively homogeneous, has changed during the past few years with increased plurality.The material the study was based on consists of interviews with Icelandic teenagers. In four articles included in the thesis different parts of the material collected are interpreted using a hermeneutic approach. The main result showed that the teenagers were in a field of tension between homogeneity and plurality on the one hand and security and insecurity on the other. The main trends in the material indicate a common reference framework at the same time as plurality emerges in the teenager’s verbal expressions; and while most spoke of their happiness and security, there was also awareness of the risk and threat that can transform the situation.The material exhibited greater variation within each school than between schools. This suggests the effect of plurality on the younger generation in Iceland. Given this variation among individuals it is urgent to find an approach to religious education that takes greater account of the different pupils’ backgrounds, personal experience and existential questions.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_cavallinclemens_2021,
title = {The future of religious studies in India},
author = {Cavallin, Clemens and Sander, Åke and Sitaraman, Sudha},
year = {2021},
language = {eng},
publisher = {Routledge},
keywords = {religionssociologi; religionssamfunden och samhället; sekularisering; sekularism; religion study and teaching (higher) india; religion and sociology india.; secularization india.; secularism; religion and sociology; church and social problems; religion - study and teaching; religion ¡ study and teaching; religion ¡ research; indien},
abstract = {This book looks at how religious studies is framed and taught in India. It addresses the contradiction between the country’s vibrant religious life and the dearth of comparative and social scientific religious studies programs across Indian universities. The volume: • Studies the efforts by Rabindranath Tagore in Santiniketan and Mohan Malaviya in Varanasi, to introduce and institutionalize religious studies in India; • Discusses the notions of religion and spirituality and situates the failure of the ‘secularization thesis’ in the context of modern India; • Provides concrete suggestions on how to develop religious studies in relation to global citizenship and Indian cultural heritage with the hope of initiating a larger discussion. A unique contribution to the study of religion in society and education, the book will be indispensable to students and researchers of theology, history, philosophy, sociology, secularization, globalization, religious studies, education studies, and South Asian studies.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2012_1,
title = {Gymnasieeleven och religionerna: Vad betyder den förändrade religiösa socialisationen för skolan?},
author = {Sjöborg, Anders},
year = {2012},
journal = {Religion och livsfrågor},
volume = {3},
number = {41},
pages = {6--6},
language = {swe},
publisher = {Göteborg},
keywords = {socialisation; religionskunskap; religionsundervisning; skola; massmedia; tv; tidning; sociology of religion; religionssociologi},
abstract = {Artikeln är en populärvetenskaplig diskussion av nya resultat från två studier som belyser betydelsen av elevens eget förhållande till tro och religion för attityden till gymnasieskolans religionsundervisning. I artikeln understryks betydelsen av att skolan tränar förmågan att tala om religion och livsåskådning, inte minst då det stora flertalet elever framför allt kommer i kontakt med religion via massmedier och skola.},
issn = {0347-2159}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_granberggunnar_1998,
title = {Gustav III - en upplysningskonungs tro och kyrkosyn},
author = {Granberg, Gunnar},
year = {1998},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {religion; church-state relations; ecclesiology; the enlightenment; episcopal office; gustav iii; liturgical history; religious concepts of kingship; religious freedom; royal coronation; royal court chaplaincies; religion/theology; kyrkohistoria},
abstract = {King Gustav III has often been viewed for his cultural interests and not least for the political engagement. Regarding religion he has usually been judged as indifferent and almost disrespectful. Based on extant historical sources, this dissertation questions this received understanding of the King's attitudes towards religion. On the contrary, this study argues that Gustav III appreciated the significance of the Church for society and took a personal interest and involvement in various matters concerning the Church.The ideas of the Age of Enlightenment were very current during the latter part of the 1700's. Both church and society were challenged by the new conceptions of the time which were open for tolerance and freedom of religion. The conservative Lutheran clergy opposed these pro-enlightenment ideas with the goal that the traditional Lutheran-Orthodox Church-Unity system in Sweden should be maintained unchanged. Gustav III on the other hand was seriously committed to the enlightenment ideas.The first chapter describes the religious education of Crown Prince Gustav, in the period before he ascended the throne. The second chapter discusses the King's involvement in matters pertaining to tolerance and the freedom of religion. The third recounts his Italian journey, which historians have often studied with regard to the development of his cultural and political views. In this chapter his Italian sojourn is seen from a religious perspective, which includes an analysis of its repercussions for future ecclesiastical policies. The fourth, fifth, and sixth chapters examine various Church decisions and actions in which Gustav III was actively involved. These included the following three subjects: the desire for liturgical renewal towards a more elaborate form, the enhancement of the position and power of bishops, and matters relating to the chaplains attached to the royal court. Chapter seven analyses Gustav III's position as Head of the Church and how he understood this role from a religious aspect. These seven chapters collectively present Gustav III's religious faith and understanding of the Church.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2015_4,
title = {Det historiska perspektivet},
year = {2015},
language = {swe},
publisher = {Samhällsstudier & Didaktik},
keywords = {historiedidaktik; litteraturdidaktik; runor; skolideologi; skolpolitik; coaching},
abstract = {Avsikten med denna bok är att presentera några olika artiklar som alla ryms under rubriken ”Det historiska perspektivet”. Texterna ska kunna utgöra inlägg i den inomvetenskapliga debatten eller användas som läromedel eller bådadera. De undersökta företeelserna har alla en koppling till samhällsförändringarna men på olika sätt. Texternas innehåll spänner över så skilda fält som hur synen på vad som är att betrakta som relevant fortbildning har påverkats av new age-liknande samhällstrender, hur historia och religionshistoria kan förstås ömsesidigt, hur litteraturhistoria och historia går hand i hand, hur förutsättningen för medborgarskap kan uppfattas utifrån en historisk bakgrund, hur källkritisk analys kan kullkasta populärhistoriska föreställningar, hur våra första skriftliga dokument, runorna, kan tolkas i sitt sammanhang samt hur olika skolideologier och deras genomslag kan historiskt analyseras som samhällsfenomen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2008,
title = {Kolonialism, stereotyper, myter och bilder: om representation av Amerikas indiankulturer i svenska läromedel},
author = {Liljefors Persson, Bodil},
year = {2008},
journal = {Aktuellt om historia: historieundervisning och Historieundervisning och identitet i det mångkulturella klassrummet},
volume = {1},
pages = {75--88},
language = {swe},
publisher = {: Historielärarnas förening},
keywords = {läromedel; religionskunskap; kolonialism; postkolonial teoribildning; representation; stereotyper; religionsdidaktik},
abstract = {I artikeln undersöks hur Amerikas indiankulturer representeras i ett antal svenska läromedel i historia och religionskunskap för högstadiet och gymnasiet. Genom att tillämpa analysverktyg inspirerade av bl.a. postkolonial teoribildning blir det tydligt att det råder relativt stora skillnader i hur de olika indiankulturernas historia och religions beskrivs och representeras i de olika läroböckerna. I många fall återfinns brister i uppdatering av innehållet relaterat till aktuell forskning och därmed förs ett inaktuellt forskningsläge fram i de läromedel som används i de svenska skolorna. Ett annat resultat av undersökningen är att det däremot finns likheter i det källmaterial som återges och att man kan urskilja en sorts kanon där vissa källor alltid finns med.},
issn = {0348-503X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bjrkgrenmrten_2014,
title = {Mot en ämnesintegrativ helhetssyn – ett digitalt utvecklingsprojekt i finländsk lärarutbildning},
author = {Björkgren, Mårten and Gullberg, Tom and Hilli, Charlotta},
year = {2014},
journal = {Nordidactica},
volume = {2014},
pages = {170--187},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {ämnesintegrerat; ämnesöverskridande; helhetssyn; digital undervisning; värdegrund; historieundervisning; religionsundervisning; samhällslära; arabiska våren},
abstract = {The school teaching in Finland is traditionally divided into different subject lessons. Although several curricula for decades have stressed the importance of integrating subjects to each other, the didactical development of subject integrated teaching has been quite week. The authors of this article are all involved in the training of subject teachers for the Swedish schools in Finland. The article stresses the importance of integrating subject content knowledge into value education. With the theoretical discussion as a starting point, the authors describe their subject integrated project for student teachers in history, social science, religion, philosophy and literature. During the working process it was obvious that the student teachers used their own subject content knowledge, but as they worked in mixed subject groups, they also realized how to co-operate and ask questions to persons with other kinds of subject content knowledge and perspectives. It was challenging for the student teachers to combine new subject integrated perspectives with new digital methods, but considering the ambitions of the curricula, these kinds of integrated processes seems to be important in teacher training.},
issn = {2000-9879}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_brattlundsa_2009,
title = {What Role of God and National Curriculum in School life?: A Comparative Study of Schools with a Muslim Profile in England and Sweden},
author = {Brattlund, Åsa},
year = {2009},
language = {eng},
publisher = {Department of Education, Stockholm University},
keywords = {islamic school; muslim; muslim school; primary school; comparative study; international education; independent school; school leader; intercultural; confessional school; faith school; religious education; confessional; school head; islamiska skolor; muslimska skolor; grundskolor; jämförande studie; internationell pedagogik; interkulturell; konfessionella skolor; religiösa skolor; skolledare},
abstract = {The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England.The specific objectives of the study are: to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools.The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2011_3,
title = {Romanticism, exoticism och kolonialism: Om representation av Amerikas indiankulturer i svenska läromedel},
author = {Liljefors Persson, Bodil},
year = {2011},
journal = {Religionsdidaktik - i teori och praktik},
pages = {79--93},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap, FLR},
keywords = {religionsdidaktik; teori; praktik; läromedelsanalys; amerikas indiankulturer; religion; kursplaner; religionskunskap; postkolonialism}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonstaffan_2018_1,
title = {Det oförutsägbara klassrummet - utmaningar och möjligheter},
author = {Nilsson, Staffan},
year = {2018},
journal = {Interkulturell religionsdidaktik},
pages = {109--129},
language = {swe},
publisher = {Lund : Studentlitteratur AB}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2011_3,
title = {Patterns of Research in Civics, History, Geography and Religious Education: Key presentations and responses fron an international conference at Karlstad University, Sweden 2010.},
year = {2011},
language = {eng},
publisher = {Karlstad University Press},
keywords = {subject matter didactics; civics; geography; religious education; ämnesdidaktik; historiedidaktik; samhällskunskapsdidaktik; geografididaktik; religonsdidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2014_1,
title = {Introduction: Religious Education in Northern Europe},
author = {Skeie, Geir},
year = {2014},
journal = {Religious Education at Schools in Europe},
pages = {15--18},
language = {eng},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2005,
title = {Religionsämnets förändring i ett pluralistiskt samhälle},
author = {Thalén, Peder},
year = {2005},
journal = {Religionsmöten och religiös mångfald},
pages = {20--33},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {religionsdidaktik; religionspedagogik; faith and reason; tros- och livsåskådningsvetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2017,
title = {Digitalisierte Archive Im Internet als Resssorce für Unterrichtsmaterial},
author = {Zipernovszky, Hanna},
year = {2017},
journal = {Religionspädagogik in einer mediatisierten Welt},
pages = {225--239},
language = {ger},
publisher = {Stuttgart : W. Kohlhammer GmbH},
keywords = {bildungsprozesse; kirchenbuchführung; religionsdidaktik; bildningsprocess; kyrkobokföring}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_zipernovszkyhanna_2006_1,
title = {Så låter det på svenska: en annorlunda lärobok med CD om svenskt uttal},
author = {Zipernovszky, Hanna},
year = {2006},
language = {swe},
publisher = {Eötvös Loránd University Budapest},
keywords = {language teaching and learning; språkdidaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1999_1,
title = {Towards Greater Knowledge in Depth: The Degree Examination in Swedish Higher Education},
author = {Bäckström, Anders},
year = {1999},
journal = {Education for leadership},
pages = {75--84},
language = {eng},
publisher = {Hemmingen : Sozialwissenschaftliche Studiengesellschaft},
keywords = {sociology of religion; religionssociologi},
abstract = {Examinationsfrågorna kommer att betyda allt mer för att säkra kvaliteten i den högre utbildningen.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2015_1,
title = {Debates on Theological Education in East Africa: Paper presentation, Africa Research Forum PhD Students’ Workshop, Elton-Bowring Room, Gillespie Centre, Clare College, University of Cambridge, February 6, 2015},
author = {Zeiler, Johannes},
year = {2015},
language = {eng},
keywords = {studies of missions; missionsvetenskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_guggenmosesthermaria_2023,
title = {Symposium “Shaping the Outlook on Life - Education and Religion in Chinese Contexts”},
author = {Guggenmos, Esther-Maria},
year = {2023},
journal = {Religions & Christianity in Today's China},
volume = {3},
pages = {23--26},
language = {eng},
issn = {2192-9289}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kallioniemiarto_2011,
title = {Headmasters´Conceptions of the Finnish Religious Education - Solution from the Perspective of Human Rights},
author = {Kallioniemi, Arto and Matilainen, Mia},
year = {2011},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
volume = {2},
pages = {1--14},
language = {eng},
publisher = {Karlstad : CSD},
keywords = {religious education (re); human rights; finland; headmasters; freedom of religion; qualitative interviews; religious studies and theology},
abstract = {There has been much discussion about the most suitable model of religious education (RE hereafter) in public schools all around Europe. The Finnish model of RE has attracted great interest, because in Finland RE is given according to one’s own religion. The Finnish model of RE is very unique and it emphasises the right of religious minorities to participate in RE according to their own religion in state-owned schools. In this article we examine headmasters’ conceptions of the current Finnish RE solution from the perspective of human rights. The study is based on qualitative interviews. Headmasters presented both advantages and disadvantages of the current RE solution. These advantages are briefly: freedom of religion, an opportunity to get RE according to one´s own religion, knowing one´s own roots, an opportunity to understand people from different religious backgrounds and an opportunity to study other religions for those students who are not members of religious communities. The limits of the solution are that it puts students into their own religious groups and this limits possibilities for religious dialogue, which should be one of the key elements of modern RE. RE has a strong potential to promote human rights. It is important to discuss different models of arranging education from the viewpoint of human rights. The human rights viewpoint should be central when dealing with the aims, contents and organization structure of RE. Different interpretations of religious freedom and the right to religious education are important considerations especially for RE. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_unstadlars_2020_1,
title = {Vedlegg: Lesing og skriving i religions- og livssynsfaget i den norske grunnskolen},
author = {Unstad, Lars},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {1--11},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {religious studies and theology},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cushdenise_2019,
title = {Barbara Wintersgill’s Big Ideas for Religious Education and the National Entitlement to the Study of Religions and Worldviews in England. Some reflections on a Big Ideas approach to curriculum planning in an English context from a participant in both projects.},
author = {Cush, Denise},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {95--108},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {big ideas; religious education; commission on re in england},
abstract = {This paper examines the thinking behind the six 'Big Ideas' suggested in Wintersgill 2017 as a way of deciding what is most important in RE and some of the ways in which this is being developed for practice. The project was based on the theory of 'Big Ideas' developed by Wiggins and McTighe and as applied to the science curriculum by Harlen et al. It aimed to address questions such as how to select and sequence content, and how to make RE more coherent and more engaging for pupils. The paper discusses the suggestion that further 'Big Ideas' are needed, such as the Big Ideas concerned with methodology and epistemology proposed by Freathy and John 2019, or Big Ideas about religion such as theories of its origin and purpose. The relationship between Wintersgill's publication and the 'National Entitlement to the Study of Religion and Worldviews' proposed by the final report of the Commission on Religious Education 2018 is explored by the author who was involved in both projects. The 'National Entitlement' was developed with a similar concern to identify the essentials of RE, without which the subject (renamed by the Commission as 'Religion and Worldviews') cannot be grasped adequately. However, the attempt to provide depth rather than breadth of learning should not be translated into narrowing of content in the sense of a reduction in the religions and non-religious worldviews studied, but instead might even draw upon a wider range of religious and non-religious traditions.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lilliestamannalena_2024,
title = {De samhällsorienterande ämnena på lågstadiet},
author = {Lilliestam, Anna-Lena},
year = {2024},
journal = {LIlliestam, Franck, Blanck, Holmqvist Lidh och Pettersson, SO för lärare 1-3, upplaga 2},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {lärarutbildning; lågstadiet; samhällsorienterande ämnen; undervisning; geografi; religionskunskap och samhällskunskap},
abstract = {Kapitlet belyser övergripande aspekter av undervisning i samhällsorienterande ämnen på lågstadiet: kursplan, konkretion, bedömning, samverkan}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_boglindann_2015,
title = {Från fabler till manga 1, Litteraturhistoriska och didaktiska perspektiv på barnlitteratur},
author = {Boglind, Ann and Nordenstam, Anna},
year = {2015},
language = {swe},
publisher = {Gleerups förlag},
keywords = {barnlitteratur; genre; läsning; svenska med didaktisk inriktning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2017,
title = {Transfiguring Lutheran Identities and Theological Education in Tanzania},
author = {Zeiler, Johannes},
year = {2017},
journal = {Mending the World?},
pages = {469--485},
language = {eng},
publisher = {Eugene: Oregon. : Pickwick Publications},
keywords = {studies of missions; missionsvetenskap},
abstract = {The aim of this chapter is to explore some of the perceptions of Lutheran identity in the context of theological education in Tanzania in past and present time. Two different types of material have specifically been of relevance, namely Africa Theological Journal, that was launched in 1968 in a Lutheran academic context in Tanzania and that ever since has been an important platform for theological reflection amongst churches and institutions in sub-Saharan Africa and beyond. Moreover, a current perspective on Lutheran identity will be further discussed in relation to a number of interviews recently conducted in Tanzania amongst theological educators and Lutheran church leaders.[1]This chapter will be divided into two sections. The first section draws attention to three aspects of Lutheran identity in the life of the ELCT. First, it highlights the theological and socio-political context in the mid 1960s onwards when Lutheran identity was problematized and discussed in the wake of decolonization. Second, it focuses on the Lutheran Reformation anniversary from the mid 1980s when the African Lutheran debate was situated in its wider global and ecumenical context. Third, it pinpoints the Lutheran call for denominational consciousness in the 21st century. With these three examples in mind, the issue of Lutheran identity will be further discussed in relation to the educational discourse on higher theological education in in the ELCT in specific and in sub-Saharan Africa more broadly. Thus this chapter will show that the reflections on denominational identity and the current interpretations of Lutheran tradition draw attention to the complex interplay between theology and theological education.[1] The interviews were conducted during my fieldwork in northern Tanzania in January 2016 and will be further elaborated upon in my PhD thesis on visions and debates of theological education amongst Lutherans in Tanzania (forthcoming 2018).}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2006_1,
title = {HIV/AIDS and Islamic education in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2006},
journal = {Islamic refomist movements in Sub-Saharan Africa, Centre for African Studies, Köpenhamn, 31 maj 2006},
language = {eng},
keywords = {study of religions}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_6,
title = {Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv},
year = {2023},
language = {nor},
publisher = {Oslo University Library},
keywords = {social studies; nordic region; subject teaching; geography; religious education; the student; subject; formation; society; world; future; citizenship; samfunnsfagene; norden; ämnesundervisning; samfunnskunnskap; historie; geografi; religions- og livssynsfag; eleven; subjekt; danning; liv; samfunnet; verden; framtid; medborgerskap},
abstract = {Samfunnsfagene i de nordiske landene består av flere fag (samfunnskunnskap, historie, geografi og religions- og livssynsfag) som sammen og hver for seg skal hjelpe barn og unge med å delta i samfunnet på ulike arenaer og måter, for eksempel i arbeidslivet, i kulturlivet og i det politiske liv. Men fagene tematiserer også elevenes eget liv og danning. Samlet sett handler dette om samfunnsfagenes potensial når det gjelder å legge til rette for elevenes muligheter til å ‘være’ og ‘handle’ i verden. Det å sette elevenes muligheter til å ‘være’ og ‘handle’ i og utenfor skolen i sentrum når det gjelder skolens samfunnsfagundervisning, er inspirert av filosofen Hannah Arendt (2004, 2013). Arendt var opptatt av betydningen av det situerte og erfaringsnære for en rik og kvalifisert forståelse av verden og samfunnet, noe som peker mot betydningen av eleven som unikt subjekt i utviklingen av egen fag- og virkelighetsforståelse gjennom skolens samfunnsorienterte undervisning (Persson & Olson, n.d.). I samfunnsfagene er disse prosessene tett koblet til det som skjer i samfunnet og verden både nå og i framtiden.Vårt mål med dette temanummeret er å bidra til å samle og systematisere pågående samfunnsfagdidaktisk forskning i Norden ut fra ulike teoretiske, empiriske og metodologiske innramminger med fokus på eleven som subjekt. Slik ønsker vi å bidra til å bringe det samfunnsfagdidaktiske kunnskapsfeltet videre på en måte som skaper forutsetninger for en fortsatt nordisk kunnskapsutvikling og dialog på feltet.Aktuell forskning i den nordiske konteksten har pekt på behovet for mer kunnskap om hvordan elevenes medborgerskap og rolle som samfunns- og verdensborgere spiller inn i undervisningen, hvordan læreren kobler fagstoffet til elevenes perspektiver og hvordan ulike aktiviteter og arbeidsformer i fag kan bidra til å støtte opp under elevenes eget engasjement, ansvarstagende, historiske og verdimessige forståelse og de ulike formene dette kan ta i elevens liv i og utenfor skolen (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Börhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson, 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).Mulige temaer kan være, men er ikke begrenset til:Fokus på elevenes livsverden i fagundervisningenLærer- og elevperspektiver på samfunnsfagenes betydning for elevenes rolle som samfunnsborgereKoblinger mellom samfunnsfagene og elevers fritidElevenes muligheter til å utfordre/påvirke undervisning og fagFagdidaktisk teori- og metodeutvikling knyttet til elever som subjekt i samfunnsfageneLærer-, elev- og disiplinære perspektiver på samfunnsfagenes rolle og funksjonDette temanummeret retter fokus mot betydningen av å åpne for og styrke elevers muligheter til å ta plass i verden og samfunnet som selvstendige, unike personer gjennom samfunnsfagene i skolen. Av klar relevans her er også spørsmålet om hvordan elevene tar med seg faglige og verdimessig begrunnede perspektiver, kunnskap og ferdigheter videre i sine liv i og utenfor skolen.I dette temanummeret inviterer vi bidrag som setter fokus på samspill og potensielle spenninger mellom samfunnsfagundervisning og elevenes livsverden. Ved å rette oppmerksomheten mot dette samspillet og disse spenningene, er vår forhåpning å utvikle kunnskap om samfunnsfagenes potensial i å bidra til elevers utvidede muligheter til å ‘være’ og ‘handle’ i verden.Vi ønsker bidrag på skandinaviske språk eller på engelsk. Forfatterne må være innstilt på at aksepterte abstract til temanummeret medfører en forpliktelse til å være fagfelle for en av de andre artiklene sammen med eksterne fagfeller.Om redaktøreneRedaksjonen for temanummeret består av professor Maria Olson (Stockholms universitet og Högskolan Dalarna) og førsteamanuensis Nora E. H. Mathé (Universitetet i Oslo og medlem av redaksjonen i Acta Didactica Norden).}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_norlinbjrn_2010,
title = {Bildning i skuggan av läroverket: Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914},
author = {Norlin, Björn},
year = {2010},
language = {swe},
publisher = {Umeå universitet, Institutionen för idé- och samhällsstudier},
keywords = {education; liberal education; peer group socialisation; collective identity; youth movement; pupil culture; fraternity; pupil association},
abstract = {The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gunnarssondavid_2023,
title = {Religion, existentiella frågor och empati: medvaro, undervisning och ledarskap i fritidshemmet},
author = {Gunnarsson, David},
year = {2023},
journal = {Det komplexa uppdraget},
pages = {145--165},
language = {swe},
publisher = {Lund : Studentlitteratur AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallgrenroland_2011,
title = {Perspektiv på vatten: Friluftsdidaktik inom religionskunskap och So-ämnena},
author = {Hallgren, Roland},
year = {2011},
journal = {Religionsdidaktik},
pages = {29--42},
language = {swe},
publisher = {Malmö : FLR : Föreningen Lärare i religionskunskap (FLR)},
keywords = {religionsdidaktik; study of religions}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2019,
title = {En särställning för vad?: Tolkningar av kristendomen i skolornas religionskunskapsundervisning},
author = {Thalén, Peder},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {66--81},
language = {swe},
publisher = {Malmö : Föreningen Lärare i Religionskunskap},
keywords = {religionsdidaktik; religionskunskap; innovative learning; innovativt lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2012,
title = {Enriching teacher education with the content of Muslim cultures},
author = {Berglund, Jenny},
year = {2012},
journal = {Building a shared future},
pages = {25--26},
language = {eng},
publisher = {London : British Council}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2012,
title = {To teach and learn in RE: A research survey},
author = {Osbeck, Christina},
year = {2012},
journal = {Religious Education Between Formation, Knowledge and Control},
language = {eng},
keywords = {religious studies and theology},
abstract = {The aim of this paper is to give an overview of current international classroom research. The kind of questions and problems that this research has paid attention to and the result which have been shown are focused.The studied material consists of about 200 journal articles. The sample has been chosen from searches in the database ERIC from the words "classroom" och "religious education". Especially empirical studies from compulsory school level have been studied. The articles were shown to be most frequently from the following journals: "British Journal of Reli-gious Education", "Religious Education", "International Journal of Spiritual Education" and "Teaching Theology and Religion".Conclusions and consequences of the presented picture is discussed both in relation to re-search practices and to school practices.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larsenlillian_2014,
title = {Re-drawing the Map : Monastic Education as Civic Formation in the Apophthegmata Patrum},
author = {Larsen, Lillian},
year = {2014},
journal = {Coptica},
number = {22},
pages = {1--34},
language = {eng},
publisher = {: The Saint Mark Foundation},
issn = {1541-163X}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_4,
title = {Gränsöverskridande kyrkohistoria: de språkliga minoriteterna på Nordkalotten},
year = {2016},
language = {swe},
publisher = {Umeå universitet},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stubingebjrg_2012,
title = {"Det i sig selv värdifulde" Om skjönnhetserfaringens relevans i den norske grunnskolens RLE-fag},
author = {Stubö, Ingebjörg},
year = {2012},
journal = {Nordidactica-Journal of Humanities and Social Science Education},
volume = {2012},
pages = {31--53},
language = {nor},
publisher = {Karlstad : CSD Karlstads universitet},
keywords = {norwegian primary and lower secondary school; re-subject; aestethic experience; dorthe jörgensen; religious studies and theology},
abstract = {In a verdict from The European Court of Human Rights in 2007 nine out of seventeen judges said that the Norwegian RLE-subject (Religion,Worldviews and Ethics) violated the parents’ right to give their children an education in conformity with their own religious and philosophical convictions. In the aftermath of this verdict, changes were made in the curriculum for the RLE-subject for Norwegian primary and lower secondary schools. The word experience was excluded from the curriculum, and engaging teaching methods were less emphasized. These changes should help to prevent the subject from being perceived as practice of religion rather than the communication of knowledge about religion and belief that the curriculum requires. The article concerns the aesthetic dimension of the RE-subject and asks whether aesthetic experiences are relevant to the RE-subject. The discussion is performed on the background of the curriculum for the RLE-subject and the national curriculum for primary and lower secondary school. The theoretical foundation is mainly derived from the Danish philosopher Dorthe Jørgensen's understanding of aesthetic experience. The discussion shows that aesthetic experience is not clearly expressed as an aim in the RLE- curriculum. Nonetheless such aesthetic experiences may have an important function in RE because they can help to fulfill the RLE-subject’s rationale, expressed in the curriculum’s formulations of purpose: to promote knowledge and understanding for religions and beliefs. A deliberate exclusion of the aesthetic experience could lead to a reductionist view, not only of artistic expression in RLE, but of art in general. To prevent students from experiencing the encounter with religious art as practice of a religion they do not identify with, the teacher may use narrative theory. In religious stories as well as religious art, the possibility to identify different dimensions is available: for example a dimension dealing with specific religious themes and a general existential dimension. These dimensions are an attempt to structure the possible diversity of interpretations facing both stories and art in RLE, and students may choose how they will relate to the dimensions mentioned. Such a strategy can be used in the face of visual art that may be at risk to generate religious experiences.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2005,
title = {The Pious Education of the Young in the Late Medieval Church},
author = {Aldrin, Viktor and Johansson, Viktor},
year = {2005},
journal = {International Medieval Congress, Leeds University, Storbritannien},
language = {eng},
keywords = {teologi; ungdom},
abstract = {The pious behaviour of the young in education as described in medieval exempla-stories.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gunnarssongunnarj_2015,
title = {Friendship, diversity and fear. Young people´s life views and life values in a multicultural society},
author = {Gunnarsson, Gunnar J. and Finnbogason, Gunnar E. and Ragnarsdóttir, Hanna and Jónsdóttir, Halla},
year = {2015},
journal = {Nordidactica},
volume = {2015},
pages = {94--113},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {young people; life views; life values; frienship; fear; diversity; multicultural society; religious studies and theology},
abstract = {This article introduces initial findings from a study on young people‘s (18 years and older) life views and life values in Iceland. The research project is located within a broad theoretical framework and uses interdisciplinary approaches of religious education, multicultural studies and pedagogy. Methodological approaches are both quantitative and qualitative. The first part of the research is a survey which was conducted among altogether 904 students in seven upper secondary schools in the Reykjavík area and other areas of Iceland in 2011 and 2012. In addition to covering measures of background variables and religious affiliations, statements in the survey included themes such as views of life, self-understanding, relation to others, values and value judgments, religions, and diversity and social change. The article focuses especially on findings from the survey related to friendship, attitudes towards diversity, fear and insecurity in a multicultural society. The findings indicate that the participants generally have positive attitudes towards diversity. The majority of participants find it inspiring to have friends of different origins and find it important to respect different cultural and religious traditions. The majority of participants also have strong opinions against racism and bullying. Friends are important and most of the participants are of the opinion that friends are one of the things that provide security. At the same time only a minority is afraid of being unpopular, losing the confidence of their friends or being bullied. But when the fear is about disgracing oneself or about not being able to meet the requirements at school the proportion is higher. Although economic crisis in Iceland seems to have an effect on the life of the young people answering the survey, most of them are of the opinion that the future holds a lot of opportunities. The results are useful for further discussions on young people´s life views, self-understanding, and social and moral competence, for example in school context and in connection with subjects like Social Studies, Religious Education, Life Skills Education and Intercultural Education.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2022,
title = {Ämneslitteracitet i SO-undervisning},
author = {Liljefors Persson, Bodil},
year = {2022},
journal = {Ämneslitteracitet och inkluderande undervisning},
pages = {61--92},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {ämneslitteracitet; samhällsorienterande ämnen; ämnesdidaktik},
abstract = {Kapitlet fokuserar på ämneslitteracitet och särskilt på ämnesspecifikt språk och litteracitetspraktiker i de samhällsorienterande ämnena på grundskolans högstadium. En översikt över forskningen om ämneslitteracitet presenteras liksom ett fokus på språk och praktik i undervisningen i de olika samhällsorienterande ämnena. Tröskelbegrepp och kraftfull kunskap/powerful knowledge är begrepp som introduceras och belyses i relation till geografi, historia, religionskunskap och samhällskunskap och baseras på resultat från en pilotstudie om hur man kan arbeta med ämneslitteracitet i so-klassrum på grundskolans högstadium.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2017,
title = {A lot is at stake: On the possibilities for religion related dialouge among students in an upper secondary school south of Stockholm},
author = {Vikdahl, Linda},
year = {2017},
language = {eng},
keywords = {dialouge; safe space; school; religion education; historical studies; historiska studier},
abstract = {This presentation reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2016_4,
title = {Is there a Place for Intersectionality in Research on Religious and Values Education?},
author = {von Brömssen, Kerstin},
year = {2016},
journal = {Diversity and Intersectionality},
pages = {1--22},
language = {eng},
publisher = {Oxford : Peter Lang},
keywords = {intersectionality; religious education; educational science}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2012,
title = {Religions as Similar and Different According to Swedish Religious Studies Teachers},
author = {Liljestrand, Johan},
year = {2012},
language = {eng},
abstract = {The purpose of this session is to explore empirically and to discuss theoretically religious studies teachers understanding of religious diversity. In my study of 9 religious study teachers (4 female; 5 male) in the Swedish secondary compulsory school I have found two main approaches to understand religious diversity. One is that different religious traditions are expressions of something common for all humans; e.g. a common human need or a universal ethic manifested as a core in all world religions. The other approach is that different religions are developed in different socio-cultural contexts and responding to different cultural needs. In the second part, the religious studies teachers’ approaches to religious diversity are analyzed in relation to different consequences for acting as citizens in a plural society. In the last part I will outline some possibilities concerning religious pluralism from the perspective of citizenship education. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2015,
title = {Music Education as Manipulation: A Proposal for Playing},
author = {Thorgersen, Ketil},
year = {2015},
language = {eng},
keywords = {music education; musikpedagogik},
abstract = {An important feature of music and the arts is the ability to affect people in unpredictable and deep ways. Music has therefore been used by for oppression by dictatorships, religious leaders and supermarkets amongst others, to help lure people into acting in ways that are beneficial for the manipulators. Musical manipulation in such examples are ethically problematic for several reasons but still happen because of the sublime potential of music to do something to people. This is the same reason why people seek out aesthetic experiences – for the unforeseen affects and effects in the encounter with the arts. Building on a theory of aesthetic communication and seeking support form Deleuze and Guattary, Dewey and Spinoza, the aim of this paper is to play with an idea of manipulation as an important educational vehicle in music education. I will argue that manipulation is a necessary component of all art and aesthetic communication, that manipulation is an act that can be used for good or bad purposes and that music education has a duty to educate pupils in artistic manipulation. Manipulation, like music, is considered action and as such value neutral outside of the intentions and effects it causes. The paper invites a discussion of possible ways of building a music education that revolves around tinkering with aesthetic communication where desirable manipulation plays a vital role, and where outcomes based curricula are replaced with something else more compatible with the arts.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_boijanita_2002,
title = {Jorden är mörk och svart: Vad som rör pastorer i Svenska Missionsförbundet när de ska predika om samhället},
author = {Boij, Anita},
year = {2002},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {sociology of religion; sermons; values; social responsibility; religious change; social change; secularisation; differentiation; privatisation; social movement; voluntary organisation; mission covenant church.; religionssociologi},
abstract = {Boij, A. 2002: Jorden är mörk och svart. Vad som rör pastorer i Svenska Missionsförbundet när de ska predika om samhället. (The world is black and dark. What concerns pastors in the Mission Covenant Church of Sweden when they preach about society). Acta Universitatis Upsaliensis. Psychologia et Sociologia Religionum 16. 239 pp. Uppsala. ISBN 91-554-5488-7.The dissertation reflects a study of what pastors in the Mission Covenant Church in Sweden say in their sermons about society and social responsibility and represents an attempt at finding factors such as gender, education, age, values, and faith behind what has been said in the sermons.The results show that in general pastors have a negative picture of society irrespective of which of its aspects they are addressing. The pastors’ view of Christian responsibility for society is that it is primarily something for the individual to take, not for the congregation. Above all, Christian responsibility for society is about individual Christians' taking responsibility for her fellow human beings.For theoretical clarification the findings are discussed within the framework of the concept of secularisation, following Casanova (1994) sub-divided into differentiation, decline of religion and privatisation. In the study differentiation is identified when pastors do not relate theological reflection to their description and analysis of society. Thus they do not provide an integrated system of meaning for everyday life. As for privatisation, even when pastors are mainly speaking about public events, they are unable to place those events in a religiously interpreted context. According to the pastors social problems are to be met with private and individual solutions through Christians' actions to the benefit of their fellow men.The MCC is a part of what in Swedish can be called a popular movement, a kind of "social movement" or "voluntary organisation." The analysis shows that its pastors in their sermons do not embrace some of the central parts of the ideology that generally pertain to popular movements, namely concern with reforming society.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlinolov_2011,
title = {The New Student - individualized and subjectivized},
author = {Dahlin, Olov},
year = {2011},
journal = {The New Student as a Didactic Challenge},
pages = {87--102},
language = {eng},
publisher = {Gävle : Högskolan i Gävle},
keywords = {distance education; student participation; individualisation; subjectification; identity; freedom's children; videoconference; alienation; religion/theology}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norrmanragnar_1998,
title = {Pontifical universities and faculties in Rome. Three levels of education},
author = {Norrman, Ragnar},
year = {1998},
journal = {The Wisdom of Rome. Report from a Field Study to Rome 1998},
pages = {1--22},
language = {eng},
publisher = {: Swedish Institute of Missionary Research, Uppsala},
keywords = {church history; kyrkohistoria},
abstract = {Våren 1998 vistades deltagarna i missionsvetenskapens fältstudium, utvidgat till avdelningen Kristendomens historia, i Rom och resultatet blev denna volym innehållande 12 bidrag från 14 gruppmedlemmar. Mitt bidrag är en sammanställning av fakta rörande de}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonanders_2025,
title = {"Vilka sidor i Jesu person böra särskilt framhållas för barnen i folkskolan": Kristendomskunskap i folkskoleseminariets examensuppsatser},
author = {Persson, Anders},
year = {2025},
journal = {Utbildning och religion i historiska perspektiv},
pages = {181--208},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {kristendomskunskap; lärarutbildning; examen; religionsundervisning; folkskoleseminarium; de samhällsorienterande ämnenas didaktik}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_talltorpke_1989,
title = {Sacrament and Growth: A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen},
author = {Talltorp, Åke},
year = {1989},
language = {eng},
publisher = {Swedish Institute of Mission Research},
keywords = {anglicanism; christian mission; china; evangelism; voluntary clergy; theological education; studies of missions; missionsvetenskap},
abstract = {In this study Roland Allen's brand of Sacramental Anglicanism is explored and his functional view of the proper agents of Mission is assessed.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010_3,
title = {A retrospection from the 10th Nordic Conference of Religious Education (NCRE), June 9-13, 2009 at Umeå University, Umeå, Sweden},
author = {von Brömssen, Kerstin},
year = {2010},
journal = {Panorama - Intercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible Research},
pages = {2010},
language = {eng},
issn = {0937-8219}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2024,
title = {Methodological Issues for Studying Discursive Elements of ‘Othering’ and ‘Belonging’ in Relation to Religion and Worldviews in Swedish Preschool Teacher Education},
author = {Raivio, Magdalena and Skaremyr, Ellinor and Kuusisto, Arniika},
year = {2024},
language = {eng},
keywords = {methodology; othering; belonging; religion; religious studies and theology},
abstract = {Social and cultural inclusion and a sense of ‘belonging’ (Yuval-Davis, 2011) are vital aspects of creating social sustainability in educational settings on all levels, including creating ‘caring communities’ (Raivio et al, 2022) where education is inclusive and just also with regard to religions and worldviews. Here we wish to present and discuss the ongoing project “The Place of Religion and Worldviews in Swedish Preschool Teacher Education (PTE)”, and its possible methodological pitfalls and possibilities. The overarching objective of the project is to enhance intercultural awareness and competence in Swedish PTEs, with the means for developing Religion and Worldview (R&W) literacy (Shaw, 2020) in both teachers and students. The research problem is what norms regarding religion and worldviews are produced in Swedish PTE – and how these can be understood to matter in the discursive construction of a socially sustainable PTE, a preschool teacher-student, and preschool teacher professionalism. This will be answered by analyzing course plans and teaching documents, as well as data from interviewing teacher educators and essays from students. A combination of CDA (Fairclough, 2001; Wodak & Mayer, 2021) and content analysis will be used, more specifically what Raivio (2014) describes as intersectional subject-oriented narratological and semiotic analysis, and a theoretical tool based on critical pedagogy, black feminist and postcolonial theory (hooks, 2003; Spivak, [1987] 2006; Yuval-Davis, 2006; powell, 2012) and feminist ethics of care (Langford & White, 2019; Noddings, 2013) will be used for analyzing and discussing discursive elements of ‘othering’ and ‘belonging’.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_krausanja_2025,
title = {‘Landscaping’ als künstlerische Strategie: bildungstheoretische Überlegungen},
author = {Kraus, Anja},
year = {2025},
journal = {Zufall und Einfall},
pages = {109--126},
language = {ger},
publisher = {Bielefeld : Transcript Verlag},
keywords = {landscaping; artistic strategies; bildung; merleau-ponty; kunst; kuenstlerische strategien},
abstract = {Anhand der Unterscheidungen Passivität/Aktivität und Sichtbarkeit/Unsichtbarkeit wird die künstlerische Strategie des Landscaping eingeführt. Drei Begriffe von Landschaft werden ins Spiel gebracht: Auf der einen Seite ist Landschaft eine physikalische-physische Geographie. Eine solche Landschaft ist ein Lebensraum, ein Ökosystem mit den charakteristischen Merkmalen und mit der naturtypischen Dynamik mannigfachen Werdens und Vergehens. Zudem ist Landschaft auch eine anthropologische Tatsache; sei es eine gesellschaftlich geteilte, kulturell geprägte Landschaft oder ein subjektives ästhetisches Ganzes. Zudem kann man bei adaptiver Kontrolle von Landscaping sprechen: Durch Wissenschaft und Technik werden Vorgänge, Handlungen, Entwicklungen engmaschiger Kontrolle unterworfen. Daraus ergeben sich u.a. Landschaften der Architektur, der Maschinen, der digitalen Systeme, etc. Die genannten Theoreme werden anhand von Vassilevas Kunstwerken auf das Konferenzthema bezogen.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2021,
title = {Completing the circle: How cognitive perspectives can revitalize the study of religion and education},
author = {Visuri, Ingela},
year = {2021},
language = {eng},
abstract = {The history of education is intertwined with the history of psychology, and influential thinkers such as Johann Herbart, William James, John Dewey, Jean Piaget and Jerome Bruner employed psychological perspectives when developing their ideas on knowledge and learning. This connection however appears to be weak in contemporary studies on religion and education, despite the expansive progress seen in both psychology and the cognitive sciences. This paper introduces areas where cognitive perspectives can be useful in developing a broader understanding of religion and education. Such gains both pertain to the theoretical understanding of how to develop religious literacy among pupils and students, as well as didactic aspects of the work conducted in classrooms. The ideas presented in the paper are centered around ‘learning by doing’, the role of emotions in enhancing memory, narrative didactics, and how experiences support the understanding of others and may bridge between pupils with differing identities. By involving cognitive perspectives, we can complement the understanding of the ‘what’ and the ‘how’ with comprehension of ‘why’ certain topics and methods provide more profound insights and learning outcomes than others.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2008_2,
title = {Teaching Islam: Approaching Secular Hegemony in Education: A reaction and part of modernity’s meta-narratives},
author = {Berglund, Jenny},
year = {2008},
journal = {Postcolonial Challanges to the Study of Religion},
pages = {29--48},
language = {eng},
publisher = {Uppsala : Swedish Science Press},
keywords = {religious education; secular; postcolonial; islam}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2019_2,
title = {Vulnerability as a quality in the classroom of, and in research in, religious education?},
author = {Gustavsson, Caroline},
year = {2019},
language = {eng},
keywords = {vulnerability; concepts; education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hagevimagnus_2018,
title = {Ganska få och oklara tankar om religionsundervisning},
author = {Hagevi, Magnus},
year = {2018},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {8},
language = {swe},
publisher = {Stockholm : Föreningen lärare i religionskunskap},
keywords = {partier; religionskunskap; politik; val},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_7,
title = {Kallad till präst och pastor: i en tid av religiös förändring},
year = {2023},
language = {swe},
publisher = {Libris},
keywords = {präst; pastor; kallelse; svenska kyrkan; equmeniakyrkan},
abstract = {Är begreppet ”kallelse” relevant idag för präst- och pastors-kandidater när de beskriver vad som ligger till grund för deras livsval? Hur ser de på sin identitet? Hur beskriver de sitt kommande uppdrag som präst eller pastor?Vi lever i en tid av stor religiös förändring. Det betyder bland annat att institutionell religion – som Svenska kyrkan och Equmeniakyrkan – inte längre har tolkningsföreträde när det till exempel gäller hur tro kommer till uttryck. Det är i detta sammanhang som författarna till denna bok undersöker kallelse-begreppets uttryck och giltighet.Här undersöks och fördjupas förståelsen av hur blivande präster och pastorer idag beskriver sin kallelse, identitet och kommande uppgift. Studien bygger på intervjuer och på en enkät.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundcarljohan_2015,
title = {Heracleon, Origen and other readers: Greek education as a context for the earliest New Testament commentaries},
author = {Berglund, Carl Johan},
year = {2015},
language = {eng},
keywords = {nya testamentets exegetik; new testament exegesis}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2005,
title = {The Pious Education of the Young in the Late Medieval Church},
author = {Johansson, Viktor and Aldrin, Viktor},
year = {2005},
language = {eng},
keywords = {kristendomens historia; medeltid; bön}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_roittorikard_2022,
title = {The Parable in the Preacher’s Mind: What Blending Theory Teaches Us About What Education a Preacher Needs},
author = {Roitto, Rikard},
year = {2022},
language = {eng},
keywords = {bibelvetenskap; nt; biblical studies; new testament}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2025,
title = {Choosing Islam and Fottball},
author = {Berglund, Jenny},
year = {2025},
journal = {Tolkningar, Förhandlingar och Fortsatta samtal i det mångkulturella och postkoloniala rummet},
pages = {55--59},
language = {eng},
publisher = {: Högskolan Väst},
keywords = {islam; fotboll; kvinnor; religionssociologi}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hoemjanm_2006,
title = {Education and childlessness: The relationship between educational field, educational level, and childlessness among Swedish women born in 1955-59},
author = {Hoem, Jan M. and Neyer, Gerda and Andersson, Gunnar},
year = {2006},
journal = {Demographic Research},
volume = {15},
number = {14},
pages = {331--380},
language = {eng},
abstract = {In this paper we extend the concept of educational attainment to cover the field of education taken in addition to the conventional level of education attained. Our empirical investigation uses register records containing childbearing and educational histories of an entire cohort of women born in Sweden (about a quarter-million individuals). This allows us to operate with a high number of educational field-and-level combinations (some sixty in all). It turns out that the field of education serves as an indicator of a woman’s potential reproductive behavior better than the mere level attained. We discover that in each field permanent childlessness increases some with the educational level, but that the field itself is the more important. In general, we find that women educated for jobs in teaching and health care are in a class of their own, with much lower permanent childlessness at each educational level than in any other major grouping. Women educated in arts and humanities or for religious occupations have unusually high fractions permanently childless. Our results cast doubt on the assumption that higher education per se must result in higher childlessness. In our opinion, several factors intrinsic and extrinsic to an educational system (such as its flexibility, its gender structure, and the manner in which education is hooked up to the labor market) may influence the relationship between education and childlessness, and we would not expect a simple, unidirectional relationship.},
issn = {1435-9871}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_zeilerjohannes_2014,
title = {Made in Africa? Mapping the Field of Theological Education in East Africa: Paper presentation, Divinity Faculty, University of Cambridge, December 3, 2014},
author = {Zeiler, Johannes},
year = {2014},
language = {eng},
keywords = {studies of missions; missionsvetenskap},
abstract = {This paper deals primarily with theological education in a Protestant context and has a particular focus on African evangelicalism. But to search for an educational model that is genuinely African is, as the title of this presentation indicates, a tricky task. I argue that the debate on theological education crosses national and denominational borders and what might first be seen as unique regional expressions or experiences are evidently interwoven with an even wider and more complex pan-African history of theological education. The landscape of higher education, in which the churches have to navigate, is therefore filled with ambiguities. Public and private institutions alike relate, in one way or the other, to the field of religious or theological studies. But the churches have responded differently to these challenges depending on their views upon what theological grounds education might be perceived and developed. The way theological education is motivated, performed and developed is highly dependent on the denominational identity of the institution and the particular context in which, let say evangelical theology, is shaped and promoted on the African continent and elsewhere.My presentation is divided into three parts. The first section will deal with higher education in the East African setting mainly from an historical perspective with a particular focus on the churches involvement. In the second section I will focus more specifically on the case of African evangelicals in regard to their stand on theological education and call for theological reflection. The arguments used from their side are most certainly not unique for evangelicals only but they may serve as an example of what it might mean for a particular denomination to be involved in theological education and what impact that might have for theology as a whole. In the last section my intention is to say something about how and why the issues addressed in this presentation will be further dealt with in the context of my PhD project during the years to come.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_abrahamgetahunyacob_2019,
title = {Teacher Education as Preparation for Diversity},
author = {Abraham, Getahun Yacob},
year = {2019},
language = {eng},
keywords = {intercultural communication; intercultural education; intercultural perspective; preschool; preschool teacher education.},
abstract = {This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonmikael_2022,
title = {Att undervisa om "Bibeln i politiken": fallgropar och möjligheter},
author = {Larsson, Mikael and Liljefors, Hanna},
year = {2022},
journal = {Svensk Exegetisk Årsbok},
number = {87},
pages = {120--140},
language = {swe},
keywords = {bibelvetenskap; exegetik; politik; receptionskritik; högskolepedagogik; biblical exegesis},
abstract = {Med avstamp i erfarenheter av att undervisa på kursen Bibeln i samtidskulturen (15 hp), där ett av blocken berör bibelbruk i politiken, illustrerar och diskuterar artikeln pedagogiska perspektiv på temat Bibeln och politiken. Artikeln ger exempel på undervisningsupplägg, såsom hur seminarier kan struktureras samt möjligt undervisningsmaterial. Här lyfts även konkreta exempel på bibelbruk inom politiken från amerikansk, nordisk och svensk kontext samt relevanta teorier utifrån vilka bruket kan analyseras. Författarna menar att temat Bibeln och politiken är både uppskattat bland studenter samt viktigt för den bibelvetenskapliga disciplinen, inte minst för det framväxande receptionskritiska fältet. Temat skapar även möjlighet till samverkan med andra ämnen. Förutom möjligheter framhålls potentiella fallgropar inom undervisningen, såsom att hantera studenters förförståelse avseende både bibeltexter och politisk ideologi eller teologi. Känsliga politiska frågor kan få en särskild laddning i relation till bibeltolkning. Författarna betonar vikten av att skapa och upprätthålla ett respektfullt klimat, men samtidigt våga utmana bibelsyner och tolkningar, särskilt sådana som bidrar till att upprätthålla förtyckande strukturer.},
issn = {1100-2298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fernndezchristian_2010,
title = {Education and Diversity: Two Stories of a Liberal Dilemma},
author = {Fernández, Christian},
year = {2010},
journal = {Public Affairs Quarterly},
volume = {4},
number = {24},
pages = {279--296},
language = {eng},
abstract = {In a famous U.S. court case from 1972, Wisconsin v. Yoder (406 U.S. 205), three families, members of the Old Order Amish religion and the Conservative Amish Mennonite Church, were taken to court by the State of Wisconsin. By removing their children from school at the age of fourteen, the parents of the three families had refused to obey the state’s mandatory school enrollment law that compels children to stay in school until the age of sixteen. Further education in common schools would present their children with too much exposure to the “evil world,” they argued. The parents were convicted by the state of violating Wisconsin’s compulsory school attendance law. The case went all the way to the U.S. Supreme Court, which held that high school attendance constituted a “serious barrier to the integration of the Amish child into the Amish religious community” and that the Wisconsin compulsory school attendance law did “interfere with the freedom of the Defendants to act in accordance with their sincere religious belief” (Wisconsin v. Yoder 1972, pp. 212225). The court ruled in favor of the three Amish families, albeit not unanimously.},
issn = {0887-0373}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2026,
title = {Liberal Christianity in religious education textbooks as civic education},
author = {Liljestrand, Johan and Thalén, Peder},
year = {2026},
language = {eng},
abstract = {According to the national curriculum, Swedish RE is supposed to be non-confessional. The purpose of this contribution is to highlight recurring patterns of liberal theology in Swedish RE textbooks and, in light of this, discuss the intended curricular division between confessional and non-confessional RE. The article takes two previous studies by the authors (Liljestrand, Carlsson & Thalén 2021; Liljestrand, Carlsson, Jonsson & Thalén 2025) as starting point to describe a tendency in contemporary textbooks for lower secondary and upper secondary schools to favour Christianity with liberal theological interpretations. We describe the themes we have been able to identify and provide some examples from the textbooks. In the article, we also discuss how this trend can be understood in terms of the ambition to educate citizens in accordance with the prominent values in Swedish curricula. Based on the presentation in the textbooks, teaching about (liberal) Christianity, through its value-conveying task, is assigned a role that dissolves the sharp division between confessional and non-confessional religious education. This dissolution concerns both the conveying of values in itself and the liberal theological tendency that can be distinguished in the teaching books.}
}
@proceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_1999_1,
title = {Formation in a changing church: report from a conference concerning network for the study of theological education, Salisbury, October 2-5, 1996},
year = {1999},
language = {eng},
publisher = {[Religionsbeteendevetenskapliga förl.] : Teologiska institutionen, Univ.},
keywords = {högskolan; yrkesutbildning; fackskolor; religion; sociology of religion; religionssociologi}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_plantingbergloosara_2023,
title = {Becomings of Swedish secondary sexuality education: Enactments in natural science subjects and interdisciplinary teaching about pornography},
author = {Planting-Bergloo, Sara},
year = {2023},
language = {eng},
publisher = {Department of Teaching and Learning, Stockholm University},
keywords = {swedish sexuality education; practice-based approach; lower and upper secondary school; karen barad; donna haraway; student participation; material engagements; relationality; pornography education; virginity; contraceptive methods; science education; naturvetenskapsämnenas didaktik},
abstract = {This thesis is about Swedish secondary sexuality education with a particular focus on the becomings of natural science and pornography education. Recent scrutiny of the knowledge area has stressed the need for teaching to include student perspectives, cover more than mere medical and biological knowledge, and be more affirmative. Accordingly, the main aim of this thesis has been to investigate the becomings of lower and upper secondary sexuality education with a practice-based approach. A second aim has been to explore how the onto-epistemological framing could contribute to new understandings of what sexuality education could be and to make proposals for the teaching and learning of the knowledge area. Here, the theoretical positions offered by Karen Barad and Donna Haraway were used in analysis of teacher and student discussions on various phenomena related to sex and sexuality. The four studies forming the basis of this thesis further build upon engagements with four different schools—two lower and upper secondary settings, respectively. Data were produced through notes and audio recordings where the teachers discussed the construction of sexuality education, or from actual teaching in a class and student interviews. Study I engages with the teaching of genital anatomy and upper secondary students’ notions of virginity. The results suggest that teaching should engage with a variety of perspectives, for example, traditions, norms, and values with regard to virginity. Study II focuses on upper secondary student engagements with contraceptive methods, in particular, the use of hormonal contraception and a mobile phone contraceptive application. The results show the need for teaching to problematise possible side effects of various contraceptive methods, and contraceptive responsibility. Study III breaks with the natural science framing and engages with an interdisciplinary teacher collaboration concerning education about pornography. The topic came into being as somewhat troublesome, having had too great a focus on the teaching, and it is therefore suggested that the topic be part of a wider context addressing gender equality, relationships, sexuality, communication, and consent. Study IV returns to the teaching of natural science sexuality education, but from a more general perspective. In this study, the teachers found ways to invite students to be part of the unfolding of the teaching and to challenge heterosexual and sex-negative premises common in sexuality education in Sweden and worldwide. Overall, in the four studies, sexuality education was enacted as a highly relational and explorative practice. Encounters with primarily the material world, but also time and space, further made teaching more student centred. It is suggested that sexuality education moreover not only be taught as a medical and biological phenomenon, but also in entanglement with perspectives on culture, religion, history, tradition, and societal norms.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundcarljohan_2016,
title = {Paul and Greco-Roman Education: Did Paul Interact with Philologists in Corinth?},
author = {Berglund, Carl Johan},
year = {2016},
language = {eng},
keywords = {nya testamentets exegetik; new testament exegesis}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hallgrenroland_2005,
title = {Religionskunskap – ett integrationsinstrument},
author = {Hallgren, Roland},
year = {2005},
journal = {Religion o Livsfrågor},
volume = {3},
number = {5},
pages = {6--7},
language = {swe},
keywords = {study of religions}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonrune_1985,
title = {Introduktion till religionspedagogiken},
author = {Larsson, Rune},
year = {1985},
language = {swe},
publisher = {[Publisher information missing]}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_magnussonemma_2011,
title = {Läslust och läsförståelse: Hur begreppen tolkas och kommer till användning i litteraturundervisningen för lässvaga elever på gymnasiet},
author = {Magnusson, Emma},
year = {2011},
language = {swe},
keywords = {pleasure of reading; reading comprehension; literature; pupils; education; läslust; läsförsåelse; litteratur; elever; undervisning; humanities and religion; humaniora och religionsvetenskap},
abstract = {Syftet med den här uppsatsen är att undersöka hur elever och lärare tolkar begreppen läslust och läsförståelse samt hur de upplever att dessa begrepp kommer till användning i litteraturundervisningen. Jag har därför genomfört sex intervjuer med elever och sex intervjuer med lärare. Resultatet av uppsatsen visar att elever och lärare tolkar begreppen läslust och läsförståelse tämligen lika men att lärarna har ett djupare resonemang kring begreppet läsförståelse. Eleverna menar att läsning är viktigt för att få bra betyg men kopplar inte vikten av läsningen till framtiden i lika stor utsträckning som lärarna gör. Resultatet tyder på att det är viktigt för eleverna att utveckla en förståelse för hur en god läsförmåga har betydelse för deras framtid. Elevens förmåga att bedöma sin egen förståelse och förmågan att kunna hanter läsförståelsestrategier är också viktig. Lärarna använder flera arbetsmetoder som främjar läslust och läsförståelse. De poängterar vikten av samtal kring litteraturen.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2010_1,
title = {Religionsundervisning og mangfold: Rom for læring i religion, livssyn og etikk},
year = {2010},
language = {nor},
publisher = {Universitetsforlaget},
keywords = {education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rothgangelmartin_2014,
title = {Preface: Religious Education at Schools in Europe},
author = {Rothgangel, Martin and Skeie, Geir and Jäggle, Martin},
year = {2014},
journal = {Religious Education at Schools in Europe},
pages = {7--14},
language = {eng},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2014_2,
title = {Religious education at Schools in Norway},
author = {Skeie, Geir and Bråten, Oddrun Marie Hovde},
year = {2014},
journal = {Religious Education at Schools in Europe},
pages = {209--236},
language = {eng},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {pedagogik med inriktning mot utbildningsvetenskap; educational science}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bckmanmaria_2019,
title = {Kulturhistoria i etnologisk undervisning},
author = {Bäckman, Maria},
year = {2019},
journal = {RIG},
volume = {4},
pages = {221--234},
language = {swe},
issn = {0035-5267}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_zelayablandonelmer_1999,
title = {Adolescent pregnancies in Nicaragua. The importance of education},
author = {Zelaya Blandon, Elmer},
year = {1999},
language = {eng},
publisher = {Umeå universitet},
keywords = {adolescent; contraception; sexuality; pregnancy; gender; education; nicaragua},
abstract = {Early adolescent pregnancy implies increased social and medical risks. There is lack of understanding of the mechanisms behind early sexual debut and pregnancy. This contributes to the difficulties to meet the educational and health care needs of adolescents. In Nicaragua, few reproductive health interventions target adolescents and even fewer studies focus on sexual and reproductive health in this age group. Therefore, the aim of this thesis is to analyze the background of adolescent pregnancy in Nicaragua, for future interventions.Focus group discussions and in-depth interviews were carried out with young and adult women and men from different social backgrounds in the city of León. Results were used in the planning of a cross-sectional household study carried out in 1993, covering a population of 43,765 in 50 randomly selected clusters in rural and urban León. Reproductive histories were obtained from all women aged 15 to 49 years (n= 10,867), corresponding to 176281 person years of reproductive life. Random sub-samples of men (n=388) and women (n=413) were interviewed in privacy about their age at sexual debut, contraceptive use and reproductive history. The background to early adolescent pregnancy was further analyzed in a matched case-referent study of girls who got their first pregnancy before 17 years of age (146 cases, 242 randomly selected age-matched referents).Economic deprivation and disturbed family relations with an unsatisfied craving for parental affection influence adolescent sexual behavior. Girls' romanticism, belief in virginity until marriage and the contrasting male machismo culture contribute to a lack of empowerment of adolescents.At 15 years of age, 25% of boys and girls had had their sexual debut, and at 18 years this was the case for 85% of boys and 53% of girls. Among girls, the latency period from sexual debut to the end of first pregnancy was only 22 months, indicating very limited access to contraceptive counseling and services. At 17 years of age, one fourth had become pregnant. Contraceptive use was 54% among sexually active adolescents, aged 15-19 years, pills being the most common method. Among adults, female sterilization was the most common method, followed by Intra Uterine Device (IUD) and pilL Condom use was low as well as the use of traditional methods. Low educational attainment was a strong determinant for lack of contraception.Age at sexual debut and age at first pregnancy had been increasing, and fertility rate had declined in Nicaragua from the 1970s to the 1990s. The increase in women’s education was found to be the strongest explanatory factor behind this transition in fertility. Girls who had successfully completed at least 5 years of schooling had lower risk for early pregnancy. This protective effect of education was found for groups with high as well as low socioeconomic status.The background of adolescent pregnancy consists of a complex interaction of socioeconomic, familial and cultural factors. Lack of political will to challenge current values, religious influence in sexual and educational issues, romanticism and lack of empowerment, especially among adolescent women, are also influencing elements. Contraceptive use is still low among sexually active teenagers in Nicaragua, and pregnancy follows soon after first intercourse. There is a strong need for family life education at schools and health services geared to adolescents. Non-use of contraception is associated with poverty and lack of education. The association between education and fertility decline, and the protective effect of education in preventing early pregnancies, even among poor families, indicates that education is a powerful tool in breaking the vicious cycles of poverty and early pregnancy.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_fingalssonrebecka_2022,
title = {Constructing a ‘Nordic Nativeness’ in Swedish Sexuality Education},
author = {Fingalsson, Rebecka and Junkala, Hannele},
year = {2022},
journal = {Education and involvement in precarious times},
language = {eng},
publisher = {Reykjavik, Iceland : School of Education, University of Iceland},
keywords = {sexuality education; interviews; textbooks; nordic; native; other; naturvetenskapernas didaktik; science education; genusvetenskap},
abstract = {The Nordic countries' progressive sexuality education (SE) has become synonymous with gender equality, sex-positive attitudes, and norm-critical awareness (Allen & Rasmussen, 2016; Bengtsson & Bolander, 2020; Zimmerman, 2015). In global comparison, Nordic SE is perceived to be a queer utopia regarding LGBTQ rights (Kjaran, 2017). Despite the prominence, feminist scholars argue it to cultivate forms of sexuality through notions of secularism and progressive pedagogy (Scott, 2018). According to Scott (2018) has Western sexual freedom represented the “fulfilling of natural inclinations of all women” (p. 157) in which sexual desire becomes a defining attribute of the human and a form of “natural law outside of history” (ibid). Svendsen (2017) argues the secular logic within Norwegian SE to be an ‘operating technology’, constructing a secular native and a religious Other. Similar constructions have been found by Honkasalo (2018) in Finnish textbooks, where culture is assigned to non-Finnish Others in contrast to liberal and progressive ""Finnish"" sexuality. When seemingly neutral and depoliticized notions of sexuality, the human body, health, and morality are addressed in SE, it becomes crucial to think about how these notions affect educational practices. In this paper we continue the path of critique and explore Swedish SE to understand how ‘Nordic nativeness’ is constructed through educational practices. Our data consists of observations, interviews, and textbooks in which we highlight how ‘the native’ and ‘the Other’ are represented. In our paper, we use a thematic analysis to flesh out how positions of ‘nativeness’ and ‘otherness’ are represented in SE. Our preliminary findings support previous research but also present a paradox in which attempts of widening perspectives simultaneously re-construct and re-position nativeness and otherness. Although the empirical example is from a Swedish context, the paper’s results are of interest to a wider audience because it contributes to an understanding of how sexuality education is actively positions different ethical, social, political, and cultural values. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2007_2,
title = {Religionskunskapens förändrade rum: meningsskapande förhandlingar eller förhandlade gränser?},
author = {von Brömssen, Kerstin},
year = {2007},
journal = {Religion & Livsfrågor.},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stenmarkmikael_1997,
title = {What is Environmental Ethics and What Is It Good For?},
author = {Stenmark, Mikael},
year = {1997},
journal = {Implementation of environmental education in the community},
pages = {75--84},
language = {eng},
publisher = {: Mitthögskolan},
keywords = {environment; education; philosophy of religion; religionsfilosofi},
abstract = {The topic considered is what environmental ethics is and what kind of relevance it could have for environmental education. Two important pedagogical tasks are discussed: (1) The teacher ability to make the students aware of when different opinions in envi}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015,
title = {Kris och kristnande: Olof Ekmans kamp för kristendomens återupprättande vid Stora Kopparberget 1689-1713. Pietism, program och praktik},
author = {Claesson, Urban},
year = {2015},
language = {swe},
publisher = {Makadam Förlag},
keywords = {kyrkohistoria; pietism; ortodoxi; konfessionalisering; reformprogram; falun; stormaktstid; allmän skola.; education and learning; utbildning och lärande},
abstract = {As different Lutheran states tried to secure and implement the heritage of the Reformation at the beginning of the 17th century, criticism soon emerged. The confessionalization did not seem to be a success. Despite increased control and attempts to educate the population, people quite simply did not seem to become more pious. The critics belonged to a new group of readers that had discovered medieval mysticism as a source of increased piety. Johann Arndt (1555–1621) became the central figure in this movement, as his widely popular books about true Christianity were a sort of popularization of medieval monastic mysticism. This new group also eagerly read translated books written by puritan authors, as these delivered more specific guidelines for holier lives. It was in this context of new “middling” groups of pious readers that programs for reform were written by authors like Theophil Großgebauer (1627–1661), Philipp Jacob Spener (1635–1705) and Olof Ekman (1639–1713).This study focuses on the Swedish vicar Olof Ekman and his role as an important pioneer for pietistic ideas in Sweden. Ekman is famous for a program called Promise at Sea (Sjönödslöfte), which was published in 1680. In the first part of my study I mainly focus on this book and its context. Ekman’s program became a Swedish parallel to the Pia Desideria program, published by the main pioneer for pietism in Germany, Philipp Jacob Spener, in 1675. Pia Desideria was the starting point for the pietistic movement as it emphasized reading of the bible, conventicles and a new belief in the future. Ekman and Spener both strove for the activation of the individual’s faith into social practice. The main difference was that Ekman published his text as an exhortation to the young ruler Charles XI (1655–1697), who became the sovereign and absolutist ruler of the Swedish Empire in the same year as the program was published. For Ekman the road to improvement of public piety ran through asystem of public education, financed by the state. In the politically fragmented Holy Roman Empire of Germany, Spener did not have similar possibilities to trust the state as a force for change. Spener had to rely on the church as the key to reform. Interestingly, however, Spener shared Ekman’s hope for the Swedis hking as an ally for creating a more pious life among the lay population. Pia Desideria was never meant for the Swedish Empire. The first part of my study primarily analyses Ekman’s program and its contexts. Ekman’s main inspiration came from the Rostock theologian Theophil Großgebauer’s program Wächterstimme aus dem verwüsteten Zion of 1661. The Promise at Sea was written as a promise to God after Ekman survived a shipwreck on the Baltic Sea in 1679 on his way home to Sweden after fulfilling his duties as a Field Superintendendent for the Swedish Army in Livonia. In that part of the Swedish Empire Johann Fischer (1636–1705) was Superintendent for the church. Fischer was a friend of Spener’s, had studied in Rostock and was influenced by Großgebauer. In the province of Livonia Fischer had received support from the Swedish king to realize Großgebauer’s ideas about popular education in schools, financed by the state. These schools were intended to raise the population from serfdom and place the peasants in Livonia at the same level as other peasants in the Swedish Empire. Serfdom did not exist in Sweden. It is obvious Ekman wrote his program with his experiences from Livonia fresh in mind. As Ekman had published a program that encouraged the state to promote pietism, he became recognized by pietists around August Hermann Francke (1663–1727) in Halle around the year 1700. Joachim Justus Breithaupt (1658–1732) tried to arrange for a translation of Promise at Sea into Latin. Pietists around Francke had ambitions to translate Ekman’s program that advocated a form of state pietism, as they themselves received strong support from the state of Prussia. At the same time, it is striking that Spener’s Pia Desideria was not translated into Swedish at the time.The second main part of my study focuses on how Ekman fulfilled his duties as a pastor in the parishes by the Great Copper Mine in Falun in central Sweden. This town was dominated by industrial activities and was sort of a problem child to the church. The local population worked hard in the mining industry. Wage-labor, high risks of getting injured in the mine and uncertainties on the copper market were just some of the things that contributed to the local challenges Ekman had to face. His program for greater piety was a guideline as he strove for the improvement of teaching in church, popular education in school and better church discipline. For example, Ekman organized the enlargement of the sacristy in one of the main churches in Falun in order to have enough space for teaching and confessions. Ekman tried to obtain funding from the king for wages to what were known as the “extraordinary” teachers of general education in school. At the time in Sweden, basic education was generally performed at home. In Falun many children were fatherless because of the dangerous mine, and thus needed public education. He also published a commentary of Martin Luther’s “Small Catechism”, specifically aimed at his parishioners at the Great Copper Mountain. Ekman’s textbook was the first Swedish catechism that was based upon Spener. Ekman was heavily influenced by Spener’s Latin version of his catechism and Johann Fischer’s version of the so called Frankfurter catechism. Ekman was also the first person in Sweden to introduce a more elaborate version of what was known as the order of salvation (ordo salutis) in a textbook for ordinary people. This order consisted of a series of conceptual steps on the path to salvation. In a town characterized by lack of outer certainty, there was a greater need for an inner path to salvation. I present how Ekman developed this general theme in funeral sermons, where the possibility of experiencing eternal blessings on this earth was put forward as a way to stimulate a holy life. The biblical words from Isaiah 54:10: “For the mountains shall depart, and the hills be removed; but my kindness shall not depart from thee, neither shall the covenant of my peace be removed, saith the LORD that hath mercy on thee” were often used to his mining congregations as a promise of heavenly realities already in this life. Interestingly, Ekman’s funeral sermons have a close similarity to Spener’s. Earlier research has shown that, in an innovative way, Spener emphasized the possibilities of experiencing heaven on earth in his funeral sermons. Another area I investigate in my study is how Ekman also tried to lead his congregation to salvation according to the pattern of the order of salvation in his dealings with church discipline. He strove to reach inside of people in an attempt to evoke true feelings of repentance. Ekman did not want to use hard methods for fear of creating hatred against himself, as this would lead to a situation where the sinner stopped listening to his preaching. In summary, this study explores for the first time an early Swedish parallelto the early German development of pietism. The study is also groundbreaking in terms of putting pietism and the early mining industry in context with one another. Pietism is presented as a local form of a general Swedish confessionalization for facing the social realities created by early industrialization.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sardellaferdinando_2013,
title = {Modern Hindu Personalism: The History, Life, and Thought of Bhaktisiddhanta Sarasvati},
author = {Sardella, Ferdinando},
year = {2013},
language = {eng},
publisher = {Oxford University Press},
keywords = {bhaktisiddhanta sarasvati 1874-1937; vaishnavism; iskcon; modern hinduism; bhakti; chaitanya; vivekananda; gaudiya math; bengal; colonial period; india; nazism; new religious movements; hare krishna movement; bhakti siddhanta saraswati; 1874-1937; kolonialtiden; nya religiösa rörelser; hare krishnarörelsen; sociology of religion; religionssociologi},
abstract = {Modern Hindu Personalism explores the life and works of Bhaktisiddhanta Sarasvati (1874-1937), a Vaishnava guru of the Chaitanya school of Bengal. Ferdinando Sardella examines Bhaktisiddhanta's background, motivation and thought, especially as it relates to his forging of a modern traditionalist institution for the successful revival of Chaitanya Vaishnava bhakti. Originally known as the Gaudiya Math, that institution not only established centers in both London (1933) and Berlin (1934), but also has been indirectly responsible for the development of a number of contemporary global offshoots, including the International Society for Krishna Consciousness (Hare Krishna movement). Sardella provides the historical background as well as the contemporary context of the India in which Bhaktisiddhanta lived and functioned, in the process shedding light on such topics as colonial culture and sensibilities, the emergence of an educated middle-class, the rise of the Bengal Renaissance, and the challenge posed by Protestant missionaries. Bhaktisiddhanta's childhood, education and major influences are examined, as well as his involvement with Chaitanya Vaishnavism and the practice of bhakti. Sardella depicts Bhaktisiddhanta's attempt to propagate Chaitanya Vaishnavism internationally by sending disciples to London and Berlin, and offers a detailed description of their encounters with Imperial Britain and Nazi Germany. He goes on to consider Bhaktisiddhanta's philosophical perspective on religion and society as well as on Chaitanya Vaishnavism, exploring the interaction between philosophical and social concerns and showing how they formed the basis for the restructuring of his movement in terms of bhakti. Sardella places Bhaktisiddhanta's life and work within a taxonomy of modern Hinduism and compares the significance of his work to the contributions of other major figures such as Swami Vivekananda. Finally, Bhaktisiddhanta's work is linked to the development of a worldwide movement that today involves thousands of American and European practitioners, many of whom have become respected representatives of Chaitanya bhakti in India itself.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1990,
title = {Recension av De kyrkliga utbildningarna och framtiden. Utredning avgiven av Svenska kyrkans nämnd för undervisning och utbildning, 1990, 107 sid},
author = {Bäckström, Anders},
year = {1990},
journal = {Svensk kyrkotidning},
volume = {7},
pages = {82--85},
language = {swe},
keywords = {kyrkliga utbildningar; religionssociologi; sociology of religion},
abstract = {En kritisk analys av utredningen om de kyrkliga utbildningarna i början av 1990-talet.},
issn = {0346-2153}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2017,
title = {An Early Modern Era of Crises and Lutheran Reform Programs: A Mirror of Our Time?},
author = {Claesson, Urban},
year = {2017},
journal = {Mending the World?},
pages = {413--424},
language = {eng},
publisher = {Eugene, Oregon : Pickwick Publications},
keywords = {1600-tal; kriser; reformprogram; education and learning; utbildning och lärande}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2017_1,
title = {Att överleva sjönöd till ett nytt frommare liv – om 1600-talet som reformprogrammens århundrade},
author = {Claesson, Urban},
year = {2017},
journal = {Visioner för en bättre värld. Pietismen som transnationell, reformatorisk och utopisk drivkraft},
language = {swe},
keywords = {1600-tal; olof ekman; p. j. spener; t. grossgebauer; w. teelinck; reformprogram; utbildning och lärande; education and learning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_1,
title = {Blev det moderna Danmark mer lutherskt än Sverige?: Några perspektiv utifrån treståndslära och nationsbygge},
author = {Claesson, Urban},
year = {2015},
language = {swe},
keywords = {utbildning och lärande; education and learning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2011,
title = {Das Bergwerk von Falun, der Pfarrer Olof Ekman (1639-1713) und die Entstehung des schwedischen Pietismus. Eine neue Frömmigkeit in einer außergewöhnlichen sozialen Situation},
author = {Claesson, Urban},
year = {2011},
journal = {Pietismus und Neuzeit : ein Jahrbuch zur Geschichte des neueren Protestantismus},
number = {37},
pages = {163--176},
language = {ger},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {pietism; ortodoxi; reforprogram; olof ekman; falun; svensk stormaktstid; utbildning och lärande; education and learning},
issn = {0172-6943}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2013,
title = {Demokrati och identitet i dansk och svensk folkkyrka – två olika historier},
author = {Claesson, Urban},
year = {2013},
journal = {Kritisk forum for praktisk teologi},
number = {131},
pages = {29--42},
language = {swe},
publisher = {Köpenhamn : Anis bokförlag},
keywords = {education and learning; utbildning och lärande},
issn = {0106-6749}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_2,
title = {Den nya inre vägen: i väntan på både frälsning och malm},
author = {Claesson, Urban},
year = {2015},
language = {swe},
keywords = {utbildning och lärande; education and learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2012,
title = {Ekman, Olof. Reformivrare och kyrkoherde},
author = {Claesson, Urban},
year = {2012},
journal = {111 betydande män och kvinnor i Världsarvet Falun under 400 år},
pages = {18--19},
language = {swe},
publisher = {Falun : Kulturpoolen i Falun},
keywords = {olof ekman; education and learning; utbildning och lärande}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2017_2,
title = {Enevald Svenonius},
author = {Claesson, Urban},
year = {2017},
journal = {Svenskt biografiskt lexikon (Swedelius - Swenson)},
number = {169},
pages = {598--603},
language = {swe},
publisher = {Stockholm : Riksarkivet},
keywords = {enevald svenonius; luthersk ortodoxi; åbo; education and learning; utbildning och lärande},
abstract = {En biografisk artikel om den lutherskt ortodoxe teologen Enevald Svenonius (1617-1688) vid universitetet i Åbo.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2010,
title = {Folkkyrkan som tappade sitt folk: om kyrka, folk och klass under 1900-talet},
author = {Claesson, Urban},
year = {2010},
language = {swe},
keywords = {utbildning och lärande; education and learning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2016,
title = {Fromme Leserkreise des 17. Jahrhunderts als Schlüssel der Reinterpretation Lutherischer Theologie an einem Beispiel aus Schweden: Jacob Boëthius},
author = {Claesson, Urban},
year = {2016},
journal = {Schrift soll leserlich seyn},
pages = {453--464},
language = {ger},
publisher = {Halle ad Saale : Verlag der Franckeschen Stiftungen},
keywords = {pietism; allmänna prästadömet; envälde; kritik; jacob boëthius; education and learning; utbildning och lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2017_3,
title = {Från då till nu: hur Svenska kyrkan som kulturarv riskerar att begränsas av förenklade historieskrivningar},
author = {Claesson, Urban},
year = {2017},
journal = {Mellan himmel och jord},
pages = {149--165},
language = {swe},
publisher = {Stockholm : Verbum Forlag},
keywords = {kulturarv; svenska kyrkan; historiebruk; education and learning; utbildning och lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2012_1,
title = {Gruvsamhället vid Stora Kopparberget som kyrklig utmaning: Faluprästen Olof Ekman (1639–1713) som föregångare för svensk pietism},
author = {Claesson, Urban},
year = {2012},
journal = {Fornstora dagar},
pages = {10--29},
language = {swe},
publisher = {Falun : Högskolan Dalarna},
keywords = {olof ekman; stora kopparberget; kyrklig utmaning; pietism; education and learning; utbildning och lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2013_1,
title = {Habermas, kyrka och offentlighet: ett historiskt perspektiv på religionens återkomst},
author = {Claesson, Urban},
year = {2013},
journal = {Religionens offentlighet},
pages = {47--60},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {habermas; offentlighet; religion; utbildning och lärande; education and learning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2016_1,
title = {Luther som nyckel till svensk statsindividualism?: Recension av nyutgåva: Henrik Berggren och Lars Trägårdh. Är svensken människa? Gemenskap och oberoende i det moderna Sverige.},
author = {Claesson, Urban},
year = {2016},
journal = {Kristen humanism. Årsbok 2017.},
number = {78},
pages = {165--167},
language = {swe},
publisher = {Järvsö},
keywords = {statsindividualísm; svenskhet; luthersk identitet; education and learning; utbildning och lärande},
issn = {2001-7421}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_3,
title = {Luthersk ortodoxi eller karolinsk puritanism?: Perspektiv på konstruktionen av 1600-talets enhetskyrka som kyrkohistoriskt minne},
author = {Claesson, Urban},
year = {2015},
language = {swe},
keywords = {education and learning; utbildning och lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2019,
title = {Lutherska begrepp och nordisk samhällsteologi},
author = {Claesson, Urban},
year = {2019},
journal = {Samhällsteologi},
pages = {35--53},
language = {swe},
publisher = {Stockholm : Verbum Forlag},
keywords = {lutherska berepp; katekes; samhällsteologi; nationsbygge; utbildning och lärande; education and learning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_4,
title = {Olof Ekman (1639-1713): an ordinary Swedish Pastor as a Pioneer for Pietism},
author = {Claesson, Urban},
year = {2015},
journal = {Perspectives upon writing Ecclesiastical Biographies in the tension between local and international contexts},
language = {eng},
keywords = {utbildning och lärande; education and learning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2016_2,
title = {Olof Ekman (1639–1713) – an ordinary Swedish pastor as a pioneer for pietism: Perspectives on writing ecclesiastical biographies in the tension between local and international contexts},
author = {Claesson, Urban},
year = {2016},
journal = {Writing Ecclesiastical Biographies},
language = {eng},
keywords = {biografi; internationellt; lokalt; pietism; utbildning och lärande; education and learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2011_1,
title = {Pietistisk fromhet under svensk stormaktstid: Faluprästen Olof Ekman och hans Sjönödslöfte som pastoralt program},
author = {Claesson, Urban},
year = {2011},
journal = {Press, pietism och lokalkyrka. },
pages = {25--60},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {pietism; ortodoxi; reformprogram; falun; stormaktstid; utbildning och lärande; education and learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_5,
title = {Priesthood of all believers as public opinion: An unexplored link between the Lutheran Reformation and the Enlightenment?},
author = {Claesson, Urban},
year = {2015},
journal = {Justification in a Post-Christian Society},
pages = {207--221},
language = {eng},
publisher = {Eúgene : Pickwick Publications},
keywords = {luthersk teologi; allmänna prästadömet; jacob boëthius; allmän opinion; protest mot envälde.; utbildning och lärande; education and learning}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_6,
title = {Recension av Holze, Heinrich, Die Kirchen des Nordens in der Neuzeit (16.-20. Jahrhundert), Kirchengeschichte in Einzeldarstellungen III/11, Evangelische Verlagsanstalt: Leipzig 2011, 250 S.},
author = {Claesson, Urban},
year = {2015},
journal = {Kyrkohistorisk årsskrift},
language = {swe},
publisher = {Uppsala : Svenska kyrkohistoriska föreningen},
keywords = {education and learning; utbildning och lärande},
issn = {0085-2619}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2014,
title = {Recension av Jarlert, Anders (red.) Magnus Friedrich Roos - ein Württembergtheologe und Schweden},
author = {Claesson, Urban},
year = {2014},
journal = {Pietismus und Neuzeit: ein Jahrbuch zur Geschichte des neueren Protestantismus},
number = {40},
pages = {40},
language = {ger},
publisher = {Göttingen : Vandenhoeck & Ruprecht},
keywords = {education and learning; utbildning och lärande},
issn = {0172-6943}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2019_1,
title = {Recension av Johan Herbertsson "1689 års katekes av Olaus Swebilius"},
author = {Claesson, Urban},
year = {2019},
journal = {Kyrkohistorisk årsskrift},
volume = {1},
pages = {235--236},
language = {swe},
publisher = {Uppsala},
keywords = {olaus swebilius; katekes; utbildning och lärande; education and learning},
issn = {0085-2619}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2019_2,
title = {Recension av Jürgen Beyer "Lutheran Lay Prophets in Lutheran Europe (c 1550 - 1700)"},
author = {Claesson, Urban},
year = {2019},
journal = {Kyrkohistorisk årsskrift},
volume = {1},
pages = {211--213},
language = {swe},
publisher = {Uppsala : Svenska kyrkohistoriska föreningen},
keywords = {lutherska profeter; lutherska europa; tidigmodern tid; utbildning och lärande; education and learning},
issn = {0085-2619}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2016_3,
title = {Recension av Kurt E. Larsen (red.) Historiebruk i väckelseforskningen (Bibliotheca Historico-Ecclesiastica Lundensis 58)},
author = {Claesson, Urban},
year = {2016},
journal = {Kyrkohistorisk årsskrift},
number = {116},
pages = {234--236},
language = {swe},
publisher = {Uppsala},
keywords = {historiebruk; historiografi; väckelseforskning; education and learning; utbildning och lärande},
issn = {0085-2619}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2016_4,
title = {Recension, efter roll som fakultetsopponent vid Lunds universitet, på Johan Herbertsson, Rättegångsgudstjänsten i Sverige. Reglering och förändring 1684-1989 (Bibliotheca Historico-Ecclesiastica Lundensis 59)},
author = {Claesson, Urban},
year = {2016},
journal = {Kyrkohistorisk årsskrift},
number = {116},
pages = {206--216},
language = {swe},
publisher = {Uppsala},
keywords = {tingspredikan; historisk uppkomst; karl xi; education and learning; utbildning och lärande},
issn = {0085-2619}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2019_3,
title = {Recension som fakultetsopponent av Mikael Hermansson "'En allians av något slag': förändrade relationer mellan Svenska kyrkan och Church of England, 1909-1954"},
author = {Claesson, Urban},
year = {2019},
journal = {Kyrkohistorisk årsskrift},
volume = {1},
pages = {245--253},
language = {swe},
publisher = {Uppsala},
keywords = {church of england; svenska kyrkan; lambethkonferenser; nätverk; utbildning och lärande; education and learning},
issn = {0085-2619}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2013_2,
title = {Sverige – landet uden en Grundtvig: En kirkehistorisk sammenligning mellem Danmark og Sverige},
author = {Claesson, Urban},
year = {2013},
journal = {Samfundsbyggeren},
pages = {221--250},
language = {dan},
publisher = {Köpenhamn : Anis bokförlag},
keywords = {grundtvig; sverige; danmark; nationell identitet; utbildning och lärande; education and learning}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2015_7,
title = {The 17:th Century as an Era of Crises and Theological Reform Programs: what can it mean for us today?},
author = {Claesson, Urban},
year = {2015},
language = {eng},
keywords = {utbildning och lärande; education and learning}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2012_2,
title = {Tidig svensk pietism: ett forskningsprojekt om kyrkoherden Olof Ekman i Falun (1689 – 1713)},
author = {Claesson, Urban},
year = {2012},
language = {swe},
publisher = {Uppsala universitet},
keywords = {olof ekman; stora kopparberget; kyrklig utmaning; pietism; utbildning och lärande; education and learning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_8,
title = {Där möten äger rum: om bönhusen i övre Norrland},
year = {2023},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2023,
title = {Bönhusen i övre Norrland: en lång och mångfasetterad historia},
author = {Lindmark, Daniel},
year = {2023},
journal = {Där möten äger rum},
pages = {7--25},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2016_1,
title = {De historiska relationerna mellan Svenska kyrkan och samerna: en vetenskaplig antologi},
author = {Lindmark, Daniel and Sundström, Olle},
year = {2016},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education; finno-ugric languages}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2017_1,
title = {Den muntliga traditionen inom den norrländska väckelsehistorien: Zakarias Lindmark och läseriet i Skelleftebygden i Carl Edquists författarskap},
author = {Lindmark, Daniel},
year = {2017},
journal = {Väckelser som minnes- och meningsskapande narrativ},
pages = {21--56},
language = {swe},
publisher = {Åbo : Åbo Akademi},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2023_1,
title = {Från skolhus till bönhus: skolhusens religiösa funktion och bönhusens profana funktion i Västerbottens kustland 1880-1930},
author = {Lindmark, Daniel},
year = {2023},
journal = {Där möten äger rum},
pages = {65--145},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2016_2,
title = {Gränsöverskridande kyrkohistoria: en inledning},
author = {Lindmark, Daniel},
year = {2016},
journal = {Gränsöverskridande kyrkohistoria},
pages = {7--12},
language = {swe},
publisher = {Umeå : Umeå universitet},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2024_1,
title = {Historical justice as a new challenge in historical research: reflections on the white paper project on the historical relations between the Church of Sweden and the Sámi people},
author = {Lindmark, Daniel},
year = {2024},
journal = {Cultivating transformative reconciliation},
pages = {101--118},
language = {eng},
publisher = {Eugene, Oregon : Wipf and Stock Publishers},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2016_3,
title = {Historiebruk i retrospektiva praktiker: historikers bidrag till försoning},
author = {Lindmark, Daniel},
year = {2016},
journal = {Gränsöverskridande kyrkohistoria},
pages = {115--142},
language = {swe},
publisher = {Umeå : Umeå universitet},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2017_2,
title = {Introduktion till vitboksprojektet och dess publikationer},
author = {Lindmark, Daniel and Sundström, Olle},
year = {2017},
journal = {Samerna och Svenska kyrkan},
pages = {19--23},
language = {swe},
publisher = {Möklinta : Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2017_3,
title = {Jakob Dahlbacka, Framåt med stöd av det förflutna. Religiöst historiebruk hos Anders Svedberg. (Studies on Religion and Memory 1), Åbo: Åbo Akademi 2015, 238 s.},
author = {Lindmark, Daniel},
year = {2017},
journal = {Kyrkohistorisk årsskrift},
number = {117},
pages = {203--208},
language = {swe},
publisher = {Uppsala : Svenska kyrkohistoriska föreningen},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education},
issn = {0085-2619}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2016_4,
title = {Jojk som bro och barriär mellan samiskt och kyrkligt: perspektiv på religiöst historiebruk},
author = {Lindmark, Daniel},
year = {2016},
journal = {Gränsöverskridande kyrkohistoria},
pages = {85--114},
language = {swe},
publisher = {Umeå : Umeå universitet},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2014,
title = {Kvarlevan av den gamla Stiftelsen: Missionssällskapet Bibeltrogna Vänner, Axel B. Svensson och historien},
author = {Lindmark, Daniel},
year = {2014},
journal = {Minne och möjlighet},
pages = {78--104},
language = {swe},
publisher = {Göteborg : Makadam Förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2018_1,
title = {The Church of Sweden and the Sami: a white paper project},
author = {Lindmark, Daniel and Sundström, Olle},
year = {2018},
journal = {The Sami and the Church of Sweden},
pages = {9--20},
language = {eng},
publisher = {Möklinta : Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2018_2,
title = {The overall results of the white paper project},
author = {Lindmark, Daniel and Sundström, Olle},
year = {2018},
journal = {The Sami and the Church of Sweden},
pages = {205--212},
language = {eng},
publisher = {Möklinta : Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2018_3,
title = {The reception of the white paper project and its publications},
author = {Lindmark, Daniel and Sundström, Olle},
year = {2018},
journal = {The Sami and the Church of Sweden},
pages = {181--203},
language = {eng},
publisher = {Möklinta : Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2020_1,
title = {"Välkomna tillbaka!": Återbegravning av samiska mänskliga kvarlevor som försonande praktik},
author = {Lindmark, Daniel},
year = {2020},
journal = {Rituella rum och heliga platser},
pages = {97--131},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_4,
title = {Minne och möjlighet: kyrka och historiebruk från nationsbygge till pluralism},
year = {2014},
language = {swe},
publisher = {Makadam Förlag},
keywords = {historiebruk; historigrafi; kyrkohistoria; nationalism; pluralism; utbildning och lärande; education and learning}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_10,
title = {Samerna och Svenska kyrkan: underlag för kyrkligt försoningsarbete},
year = {2017},
language = {swe},
publisher = {Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_3,
title = {The Sami and the Church of Sweden: results from a white paper project},
year = {2018},
language = {eng},
publisher = {Gidlunds förlag},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education; studies in faiths and ideologies; tros- och livsåskådningsvetenskap}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bernardoangelo_2021,
title = {Teaching about Religion In Europe & the UK},
author = {Bernardo, Angelo and O'Grady, Kevin and von der Lippe, Marie and Niemi, Kristian},
year = {2021},
language = {eng},
keywords = {religious studies and theology},
abstract = {An international panel of scholars will provide an overview of how several European countries teach about religion. The panelist will discuss the structure and curriculum of Religious Education (RE) courses in their contexts and offer insights into current trends in research and practice. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2019,
title = {(Re)thinking Religious Studies after the World Religions Paradigm: Gert J.J. Biesta and the Quest for Subjectification},
author = {Enstedt, Daniel},
year = {2019},
journal = {33rd Biannual Conference of the German Association for the Study of Religion (DVRW), Conceptualising Religion, 3 - 6 September 2019, Hannover},
language = {eng},
publisher = {Hannover : Leibniz Universität},
abstract = {The hegemonic world religions paradigm (WRP) in research and education in religious studies has long been criticized for being modeled on predominantly Christian, Protestant and Western ideas about religion, and thus running the risk reductionism and failure to recognize expressions of religion that do not fit this framework. Despite this, it is difficult to get rid of the prevailing WRP, especially in education. In addition, non-confessional, non-religious, secular education in religion, in countries such as Sweden, may be biased by norms and values that assume that religion as such is outdated and irrational. The seemingly neutral, non-religious, or agnostic position that is present in higher level education in religious studies can then be seen as aligned with an institutional, not necessarily personal, religiophobia or fear of religion. Consequently higher level education about religion runs the risk of presenting religion in terms of flawed stereotypes. In this paper, I address these two interrelated and subject-specific problems by examining them in the light of the educational philosophy of Gert J. J. Biesta, and in particular in relation to his discussion about the three domains of education: qualification, socialization, and subjectification. I will also give examples of how educators can follow Biesta’s call for subjectification in practice, in the classroom.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2012_1,
title = {Vetenskapliga tankeverktyg: till grund för akademiska studier},
author = {Backman, Ylva and Gardelli, Teodor and Gardelli, Viktor and Persson, Anders},
year = {2012},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {kritiskt tänkande; vetenskapsteori; kunskapsteori; vetenskaplig metod; metodteori; vetenskapligt skrivande; forskningsetik; källkritik; logik},
abstract = {I princip alla vetenskapliga studier vid universitet och högskola kräver kunskaper och färdigheter inom kritiskt tänkande, etik, kunskapsteori, vetenskapsteori, metodteori och vetenskapligt skrivande. Denna bok ger en introduktion till dessa områden.Författarna vägleder läsaren till att upptäcka det intressanta, begripliga och samtidigt problemfyllda med frågor som: Vad är kunskap? Vad skiljer vetenskap från annat? Hur samlar man in data? Hur ska man förhålla sig till källor? Vilka metoder leder till tillförlitliga slutsatser? Var går gränsen för vad man får göra inom forskning? Hur argumenterar och skriver man vetenskapligt?Genom hela boken finns övningar, exempel och förslag till vidare läsning. På bokens webbplats finns ytterligare material för att underlätta och fördjupa lärandet av bokens innehåll. Vetenskapliga tankeverktyg – till grund för akademiska studier vänder sig till studenter inom alla akademiska områden. Den kan användas vid introducerande moment i utbildningar eller som resurs vid skrivande av rapporter, uppsatser och examensarbeten.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ekbergniclas_2020,
title = {Ett fenomenologiskt perspektiv på den gränsöverskridande forskningens villkor och möjligheter},
author = {Ekberg, Niclas and Ferm Almqvist, Cecilia},
year = {2020},
journal = {Explorativ bildning i strömmande medier},
pages = {231--260},
language = {swe},
publisher = {Huddinge : Södertörns högskola},
keywords = {bildning; forskningsdesign; schütz; spotify; tvärdisciplinär forskning; education; musical performance; musikalisk gestaltning},
abstract = {Vilka bildningsprocesser kan urskiljas ur människors Spotifyanvändande? Det visar sig att ett sådant användande är tätt sammanflätat med musikalisk- såväl som digital kunskap. Med ett fokus på de bildningsprocesser som sker i samspelet mellan människa, teknik och musik utmanas förståelsen av vad en strömmande musiktjänst som Spotify kan erbjuda. ”Evolving Bildung in the nexus of streaming services, art and users – Spotify as a case” är ett tvärdisciplinärt projekt som visar hur människans bildningsprocesser villkoras, utmanas och möjliggörs i och med den strömmande medieutvecklingen. Denna bok kan med fördel användas inom utbildningar i musikpedagogik, musikvetenskap, musikproduktion, ljudteknik, pedagogik, kulturstudier, sociologi, samt medie- och kommunikationsvetenskap. I detta specifika kapitel i antologin tittar Ekberg och Ferm Almqvist närmare på de projektdeltagande forskarnas egna erfarenheter av att bedriva tvärdisciplinär forskning. Författarna försöker förstå deltagande forskarnas upplevelser av den gränsöverskridande forskningens såväl värden som utmaningar med stöd av ett livsvärldsfenomenologiskt perspektiv på kommunikation och meningsskapande.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2008,
title = {Comparing values: essays on comparability, transitivity, and vagueness},
author = {Espinoza, Nicolas},
year = {2008},
language = {eng},
publisher = {Luleå tekniska universitet},
abstract = {The primary aim of this thesis is to examine some of the arguments that have been leveled against the idea that all value bearing entities are comparable. A secondary aim is to investigate some putative properties of the relation ‘better than', especially transitivity and (to some degree) vagueness. Also, some of the consequences of accepting incomparability are investigated, both with regards to other value theoretical issues, such as the implications for monadic value predicates, and with regards to more applied issues, such as the comparison of risks. PAPER I is a critical examination of the so-called small-improvement argument for incomparability. It is demonstrated that the value structure this argument is able to distinguish is compatible not only with incomparability but also with a kind of evaluative indeterminacy that is distinct from incomparability. PAPER II argues that if the possibility of non-conventional value relations is granted it follows that some things that have value are neither good, bad, nor neutral. This counterintuitive conclusion is reached by combining two individually plausible analyses of value. PAPER III addresses the phenomenon of incomplete preferences. It is shown how it is possible to model incomplete preference orderings by means of probabilistic preferences, and how to reveal an agent's incomplete preference ordering within a behaviorist framework. PAPER IV examines another version of the small-improvement argument designed to establish the rationality of incomplete preferences. It is argued that while there might be reasons to believe each of the premises in this version, there is a conflict between these reasons. The conflict is such that we are not provided with a reason to believe the conjunction of the premises. And without support for the conjunction of the premises the small-improvement argument for incomparability fails. PAPER V defends the common sense claim that ‘better than' is transitive against the compelling counterexamples provided by Larry Temkin and Stuart Rachels. It is demonstrated that the contradiction that follows from accepting Temkin and Rachels' premises trades on the vagueness of ‘better than', and so does not warrant the rejection of transitivity, but rather the conclusion that ‘better than' is vague. PAPER VI applies the notions of incommensurability and incomparability to comparative risk analysis. It is argued that if risks are incommensurable, and thereby resistant to accurate comparisons in terms of severity, we cannot perform accurate and cost effective trade-offs between risks and their associated benefits}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2007,
title = {Margins of error in value comparisons},
author = {Espinoza, Nicolas},
year = {2007},
journal = {Proceedings and Addresses of the American Philosophical Association},
volume = {3},
number = {80},
pages = {145--145},
language = {eng},
issn = {0065-972X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2009,
title = {Some new monadic value predicates},
author = {Espinoza, Nicolas},
year = {2009},
journal = {American Philosophical Quarterly},
volume = {1},
number = {46},
pages = {31--37},
language = {eng},
issn = {0003-0481}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliteodor_2010,
title = {Kunskapsbegreppet och ett svar till skeptikern},
author = {Gardelli, Teodor},
year = {2010},
journal = {Filosofisk Tidskrift},
volume = {3},
number = {31},
pages = {25--32},
language = {swe},
keywords = {epistemologi; kunskap; skepticism; nozick},
issn = {0348-7482}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliteodor_2010_1,
title = {Om Nozicks kunskapsanalys},
author = {Gardelli, Teodor},
year = {2010},
journal = {Filosofisk Tidskrift},
volume = {2},
number = {31},
pages = {19--28},
language = {swe},
keywords = {epistemologi; kunskap; nozick; gettier},
issn = {0348-7482}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2022,
title = {The Rational Force Model of Argumentation and its Use in Philosophical Dialogue},
author = {Gardelli, Viktor and Backman, Ylva and Reznitskaya, Alina and Wilkinson, Ian A. G.},
year = {2022},
language = {eng},
keywords = {philosophy with children; argumentation; dialogue; rationality; rational force; filosofi med barn; dialog; rationalitet; beviskraft; education},
abstract = {Most current approaches used in educational research and practice to evaluate arguments are based on Toulmin’s (1958) Argument Pattern (TAP), which defines the structure and core elements of an argument, such as claims, data, and warrants. Assessments based on TAP usually involve awarding credit for the number of structural elements present in an argument. In this presentation, we discuss some limitations of such assessments, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work of Nordic philosopher Arne Næss (1959). Using examples from argumentative writing and excerpts from philosophical dialogues, we demonstrate the potential of the RFM to improve understanding of the quality of argumentation by focusing on the acceptability and relevance of argument elements. We then discuss potential uses of the RFM in the context of P4wC. These include:1. Researcher use of the RFM in evaluation of P4wC interventions through the analysis of participants’ argumentative writing.2. Researcher use of the RFM in evaluation of P4wC interventions through the analysis of dialogue transcripts. 3. Educational use of the RFM in teaching effective argumentation in facilitator training4. Facilitator use of the RFM during philosophical dialogues.5. Facilitator and participant use of the RFM in structuring and building joint understandings of argumentation in a dialogue.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2012_1,
title = {Why philosophise with children about ethics in school?},
author = {Gardelli, Viktor and Alerby, Eva and Persson, Anders},
year = {2012},
language = {eng},
keywords = {moral; filosofi med barn; samtalskultur; samtal; skola; dialog; värdepedagogik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_odenstedtanders_2011,
title = {History as Conversation Versus History as Science. Gadamer and Dilthey},
author = {Odenstedt, Anders},
year = {2011},
journal = {Hermeneutics and the Art of Conversation},
pages = {481--504},
language = {eng},
publisher = {Berlin : LIT Verlag},
abstract = {Gadamer holds that Dilthey’s approach to history does not permit a "genuine conversation" (echten Gespräch) with the claims of the past. A genuine conversation, Gadamer holds, is such that its subject matter (Sache) is stressed. Although trust normally prevails in cases of this kind, one may of course come to doubt the claims of the other. But doubt is then expressed in critique, i.e., in claims to the effect that the other has failed to describe the subject matter properly. What Dilthey does, Gadamer holds, is something different. Dilthey neither affirms nor denies the claims of the past in treating them as a collection of historical sources. According to Gadamer, this approach fails to respect the “moral bond” (sittliche Verbindlichkeit) as it occurs in, e.g., everyday conversation. Respecting this bond means treating claims as true or false and not as mere expressions of the speaker or of his historical context. In this paper, the validity of Gadamer's views on everyday conversation in general and on Dilthey in particular is discussed.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonanders_2007,
title = {The employment relationship: the meaning and importance of voluntariness},
author = {Persson, Anders},
year = {2007},
journal = {Business Ethics in Focus},
language = {eng},
publisher = {New York : Nova Science Publishers, Inc.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_petersonmartin_2008,
title = {Ojämförbara risker?},
author = {Peterson, Martin and Espinoza, Nicolas},
year = {2008},
journal = {Risk & Risici},
pages = {269--285},
language = {swe},
publisher = {Nora : Bokförlaget Nya Doxa}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2025_1,
title = {Discourses of religion and religious dimensions in civic orientation courses for newly arrived adult migrants in Sweden},
author = {von Brömssen, Kerstin and Milani, Tommaso and Bauer, Simone},
year = {2025},
journal = {Abstract book},
language = {eng},
abstract = {The aim of this paper is to present how religion and religious dimensions are viewed, understood and discursively negotiated in the classroom for civic orientation for adult migrants in Sweden. Civic orientation courses are organized by the state/municipality for adult migrants who have recently been granted a residence permit in Sweden (cf. Bauer et al.; von Brömssen et al., 2022). The aim of the courses is to inform about Swedish society, with the intention of furthering migrants’ “integration” into the new country (informationsverige). For this paper we use ethnographic data from civic orientation courses and explore how religion and religious dimensions are located, presented and discursively negotiated in the classroom. Theoretically we draw on a Foucauldian framework and the concept of governmentality (Dean, 2010) complemented with theories on religious pluralization and secularization in contemporary Western societies (Davie, 2001, 2023; Nordin, 2023).Our analysis shows that in the civic orientation courses, religion and religious phenomena are generally avoided or silenced. Instead, there is a strong discourse, emphasizing the separation between religion and state in Sweden. Also, the recognition of non-Christian holidays such as Walpurgis Eve and Midsummer Eve are articulated as Swedish, and interesting and fun to take part in. This can be understood as a transmission of “civil religion”; the implicit religious values of a nation, as expressed through public rituals, symbols, and ceremonies on sacred days and at sacred places (Davie, 2001). We show how Sweden throughout the courses and through the communicators’ articulations, positions itself as a highly secular country vis-à-vis assumed religious migrants. This paper adds to previous research exploring the “civic turn” in migration studies (Bech et al., 2017) and raise critical questions concerning religion, the state, integration, and education for adult migrants in Sweden, as well as in all Nordic welfare states.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bermejorubiofernando_2016,
title = {Are Judas the Galilean and the "Fourth Philosophy" Mere Concoctions?: The Limits of Josephus' Inventiveness},
author = {Bermejo-Rubio, Fernando},
year = {2016},
journal = {Svensk Exegetisk Årsbok},
number = {81},
pages = {91--111},
language = {eng},
publisher = {Uppsala : Svenska exegetiska sällskapet},
keywords = {josephus; antiquitates; bellum; hippolytus; plausibility; tacitus; mark; matthew; judas the galilean; fourth philosophy; nya testamentets exegetik; new testament exegesis},
abstract = {It is well known that Josephus was not at all a dispassionate historian. There are biases and heavy interests modeling his accounts. Nevertheless, the claim that Judas the Galilean and the Fourth Philosophy are nothing but Josephus’ fabrication is an exceedingly bold contention. In this article it is argued that the initial skepticism towards that contention is fully justified. On the basis of a whole set of arguments it is concluded that the traditional view, according to which the core of Josephus’ account is trustworthy, is by far the most plausible one. Even if we should not credulously believe every point of Josephus’ presentation, his accounts of Judas and the Fourth Philosophy seem to be reliable.},
issn = {1100-2298}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_ibewuikevictoriao_2006,
title = {African Women and Religious Change: A study of the Western Igbo of Nigeria with a special focus on Asaba town},
author = {Ibewuike, Victoria O.},
year = {2006},
language = {eng},
publisher = {Teologiska institutionen},
keywords = {missionary studies; asaba; women; traditional religion; catholic church; africa; missionsvetenskap},
abstract = {This study focuses on a small ethnic group in the western part of Igboland called Asaba. It describes how the religious and socio-political role of women has changed, due to colonialism, modernisation, Western education and Christianity, which were brought by the groups of Europeans and Americans, who penetrated Africa in the nineteenth century. One of the major points of the thesis is that the freeborn women in the traditional “dual-sex”society of the Igbo lost their previous power to speak for themselves when the Igbo were Christianised. However, the women of slave origin happily adopted the new, more egalitarian faith.The dissertation is divided into three parts. The first part is the traditional aspect, which highlights the role of women in Igbo traditional society. The second is a theoretical and historical part. This part deals with the socio-economic and political changes, which took place between 1830 to 1910 in Asaba society, due to colonialism, modernization, Western education and Christianity, and the impact of these forces of change on Asaba women. The third part deals with the role of women in the Catholic Church in Asaba. It analyses the various women's organisations in the Catholic Church in Asaba and the roles, which they play in the church. The major conclusion arising from the present analysis is that with the coming of forces of change, such as colonialism, modernization, Western education and Christianity, the religious and socio-political roles of women changed in Asaba society.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lindeborgronny_2006,
title = {Örats skolning: Radiokonservatoriet och musikbildningsarbetet},
author = {Lindeborg, Ronny},
year = {2006},
language = {swe},
publisher = {KMH förlaget},
keywords = {music education; hermeneutics; essentialism; distance education; musical literacy; musikpedagogik},
abstract = {This dissertation has the main purpose of analysing the biggest single musical educational project in Sweden, so far, Radiokonservatoriet (the Radio Conservatory) from an educational perspective. The project was planned and carried out in 1965–68. This was a time of change in Swedish society. The economy was stronger than ever which had made it possible to let education expand explosively. At the same time, the subject of music in schools was in trouble since the previous and obvious religious legitimacy had faded with secularisation. A lack of music teachers and a lack of relevant higher education in music were well known problems. The expectations were high on an educational project that was going to use media and new methods. Musicology was supposed to build the core of music teaching. In spite of the tough education with three new programmes every week, 132 students managed to conclude all the three courses and were awarded a diploma. In the analysis, I have used concepts from the theory of distance education. With great distance between teacher and pupil, the former has to create strong ”structure” and explicit declarations of how the material is formed in the sense of selection and progression. On the other hand, great distance creates a free space where the pupil can choose autonomously: where, when, and what to study. The Radio Conservatory was well aware of the pedagogic imperatives of the time: ”activity” and ”integration”. The included exercises show different activities of registering, analytic and creative kinds. Singing and playing instruments were not included as ”activities”. The integration of the project consisted of the fact that the three courses were given simultaneously. This gave advantages, but made the education extensive and disregarded the intention of blending different school subjects, which was the established pedagogic intention. The essentialistic striving to create a music subject built on musicology was fruitless. In the 1970s the interest in material theories and teaching content was marginalised in favour of formal theories. My proposal is that both these sides of interest, the material and the formal side of music education, should be balanced.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallstrmjonas_2012,
title = {Om teknikhistoriens roll i grundskolans historie- och teknikämnen},
author = {Hallström, Jonas},
year = {2012},
journal = {Samhällsdidaktik},
pages = {37--60},
language = {swe},
publisher = {Linköping : Linköpings universitet},
keywords = {social sciences -- study and teaching; teaching; samhällskunskapsundervisning},
abstract = {Sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonlena_2007,
title = {Enligt fysiken eller enligt mig själv?: Gymnasieelever, fysiken och grundantaganden om världen},
author = {Hansson, Lena},
year = {2007},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {science education; worldview; presuppositions; science; physics; nature of science; upper secondary students; världsbild; grundantaganden; naturvetenskapens natur; gymnasieelever; subject didactics; ämnesdidaktik},
abstract = {I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För de empiriska studierna har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två studier. I den första studeras elevers skriftliga svar och uttalanden under intervjuer och i den andra studeras elevers gruppdiskussioner. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B.Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. Detta kan göra det svårt för dem att förstå resonemang och modeller i fysiken. Resultaten visar vidare att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta uteslutet möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2014_1,
title = {Islamic Religious Education in State Funded Muslim Schools in Sweden: A Sign of Secularization or Not?},
author = {Berglund, Jenny},
year = {2014},
journal = {Tidsskrift for islamforskning},
volume = {1},
number = {8},
pages = {275--301},
language = {eng},
keywords = {islam; islamic education; muslim schools; sweden; historical studies; historiska studier},
abstract = {In this article the establishment of publicly funded Muslim schools in Sweden is described and analysed. This is done by reference to relevant debates about these schools as well as to the content of the extracurricular subject Islamic Religious Education (IRE), which is what distinguishes a Muslim school from other schools in Sweden. The article also raises the question to what extent the appearance of IRE within publicly funded Muslim schools implies that Islam in the Swedish context is turning into what José Casanova has termed a ‘deprivatized public religion’. It claims that Islam to a certain extent tends to be viewed as deprivatized even though it is not articulated in this way in schools. The conclusion drawn in relation to the study presented in this chapter is that Islam is rather following the Swedish secularization pattern and is not viewed as an alternative societal order which instead would indicate a de-privatization.},
issn = {1901-9580}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2012_3,
title = {Samhällsdidaktik: sju aspekter på samhällsundervisning i skola och lärarutbildning},
year = {2012},
language = {swe},
publisher = {Linköpings universitet, Forum för ämnesdidaktik},
keywords = {samhällsämnenas didaktik; samhällsundervisning; samhällskunskap; sponsrade läromedel; läromedel; religionskunskap},
abstract = {Samhällsdidaktik – sju aspekter på samhällsundervisning i skola och lärarutbildning är en antologi där sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_9,
title = {Jerusalem – en väv av berättelser: Tio resenärers möten med en konfliktfylld plats},
year = {2023},
language = {swe},
publisher = {Förlags AB Björnen},
abstract = {Under en vecka i augusti 2022 reste vi en grupp lärare och lärarstudenter från Högskolan Dalarna till Jerusalem, den stad som är en helig plats för tre av världens stora religioner: kristendom, judendom och islam och utgjort centrum för återkommande politiska konflikter. Det här är en bok om berättelsers kraft att forma och omforma människors liv.Vi visste från våra tidigare studier att berättelser har en unik potential att skapa identiteter, världsbilder, moraliska övertygelser och människors syn på varandra. När vi nu samlades i Jerusalem bar var och en av oss med sin egen berättelse om och relation till staden. Dessa bilder var något som vi alla var beredda att sätta på spel. Genom att gå på besök i andras berättelser tillät vi oss att erfara hur livet i staden framträder ur skiftande perspektiv. Vi utvecklade en alltmer mångfasetterad, motstridig men också nyanserad bild av platsen och dess människor.I denna essäsamling framträder tio olika bilder av den resa som vi företog tillsammans. Vi rör oss mellan bilder från gatulivet i Jerusalem, möten med armenisk-kristna palestinier, unga israeler som tagit avstånd från att tjänstgöra i armén och berättelser om de judiska kvarteren. Här finns reflektioner från besök vid stadens heliga platser och om att stå framför den mur som reser sig som en grå betongvägg vid infarten från Jerusalem till Betlehem. Genom dessa berättelser vill vi dela med oss av våra skiftande erfarenheter som vi menar kan bidra till en mångfasetterad undervisning i religion och historia.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2014_3,
title = {Appropriating Language of ”Being in the World” – Teaching and Learning in RE for 12-year-old Children in Sweden},
author = {Osbeck, Christina},
year = {2014},
journal = {Workshop on Social Studies in Practice, Karlstad 15-16 December},
language = {eng},
keywords = {religionsdidaktik; so-ämnen},
abstract = {Workshop on Social Studies in Practice, Karlstad University December 15-16, 2014 Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2014_4,
title = {Social Studies and Cross Disciplinary Themes Occurring in Teaching},
author = {Osbeck, Christina},
year = {2014},
journal = {Workshop on Social Studies in Practice, Karlstad, 15-16 December},
language = {eng},
keywords = {religionsdidaktik; so-ämnen},
abstract = {Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_spjutlina_2020,
title = {Nationella minoriteter i grundskolans läromedel 2011–2019},
author = {Spjut, Lina},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {60--87},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {compulsory school; national minorities; sweden; textbooks; grundskola; nationella minoriteter; sverige; läromedel; subject-specific education; ämnesdidaktik},
abstract = {This article focuses on similarities and differences in how and what is written about the five Swedish national minorities (Jews, Roma, indigenous Samis, Sweden Finns and Tornedalers) in textbooks related to Sweden’s Curriculum for the compulsory school of 2011. According to the curricula Swedish pupils shall obtain knowledge about the cultures, languages, religion and history of the national minorities. How is that done and how are textbooks related to that writing as well as directives in the different school-subjects syllabus? },
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2014_2,
title = {Singing and Music: A Multifaceted and Controversial Aspect of Islamic Religious Education in Sweden},
author = {Berglund, Jenny},
year = {2014},
journal = {Reforms in Islamic Education},
pages = {211--230},
language = {eng},
publisher = {London : Bloomsbury Academic},
keywords = {islam; islamic education; reform; historical studies; historiska studier}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ldnhans_2019,
title = {Vetenskaplig litteratur om internationell migration – en introduktion och diskussion},
author = {Lödén, Hans},
year = {2019},
journal = {Nordidactica},
volume = {2019},
pages = {1--16},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {internationell migration; kraftfull kunskap; analysnivå; nätverk; push-pull; kvinnors roll; religion},
abstract = {: International migration is one of the defining issues of our time. In this introduction to scientific texts on migration it is argued that teaching on migration in teacher training and in secondary and upper secondary school would benefit from the conscious use of the concept of powerful knowledge when texts are selected. Thus, about 30 peer-reviewed texts in English, Swedish and Norwegian on international migration are referred to and discussed from the point of view of powerful knowledge. Five concepts or perspectives are suggested as important and useful. These are push-pull as explanation to migration; levels of analysis; network; the role of women in migration and the role of religion in migration. Further, the tension between the positions of an alleged ‘methodological nationalism’ and the national characteristics of migration are discussed. Among the suggested concepts ‘levels of analysis’ and ‘network’ are proposed as especially important in order to develop powerful knowledge. Both concepts are highly useful in order to give teachers and students some structure and order in the studied issue while the concepts also can be re-contextualized to and used within other issue areas. },
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonanita_2020_1,
title = {Att undervisa om kulturarv med hjälp av dialogiskt berättande},
author = {Andersson, Anita and Puskás, Tünde},
year = {2020},
journal = {Traditionernas didaktik},
pages = {81--97},
language = {eng},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik; muntligt berättande; traditioner}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonanita_2020_2,
title = {Från självklarhet till frånvaro: religiösa berättelser i förskolan},
author = {Andersson, Anita and Puskás, Tünde},
year = {2020},
journal = {Traditionernas didaktik},
pages = {43--64},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; traditioner; högtidsseder; religionspedagogik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bjrkwillenpolly_2020,
title = {Nya traditioner i förskolan},
author = {Björk-Willen, Polly},
year = {2020},
journal = {Traditionernas didaktik},
pages = {117--133},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik; traditioner; alla hjärtans dag; halloween; alla helgons dag}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_brurmikael_2018,
title = {SO-ämnena i blickfånget: Geografi, religionskunskap, historia och samhällskunskap},
author = {Bruér, Mikael},
year = {2018},
language = {swe},
publisher = {Gothia Förlag AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_9,
title = {Preface},
author = {Franck, Olof and Thalén, Peder},
year = {2023},
journal = {Powerful Knowledge in Religious Education},
language = {eng},
publisher = {: Palgrave Macmillan Cham}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hartmansven_2017,
title = {Response: On RE research in the Nordic countries – a few notes},
author = {Hartman, Sven},
year = {2017},
journal = {Nordidactica},
volume = {1},
pages = {118--122},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {multidisciplinarity of re and re-research; history of re-research; religious studies and theology},
abstract = {Considering the complex nature of RE and the RE research the response suggests that RE pedagogy preferably should adopt a multidisciplinary approach in order to grasp the complexity of RE. Nobody can be an expert in every sector of the RE research field, but everyone can learn something from colleagues working with other problems and methods in the complex field of RE.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2017,
title = {Utmaningar i ett samtida religionsläraruppdrag},
author = {Jonsson, Linda},
year = {2017},
journal = {Nyanlända, interkulturalitet och flerspråkighet i klassrummet},
pages = {300--318},
language = {swe},
publisher = {Stockholm : Liber}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_lidnanne_2018,
title = {The New Saint Olav column in the city of Sarpsborg, Norway 2016: Heritage cooperation and communication of the World Heritage, the Church of the Nativity in Bethlehem, Palestine},
author = {Lidén, Anne},
year = {2018},
language = {eng},
publisher = {Stockholm University},
keywords = {bethlehem; sarpsborg; saint olav; visual art and narrative; iconography; medieval art; cultural heritage; unesco world heritage; eych2018; eicr; pilgrim tourism; museum education; religious education; utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner; educational sciences in arts and professions},
abstract = {Many cultural heritage sites and projects have been discussed during the European Year of Cultural Heritage 2018, EYCH 2018. This report presents a cultural heritage cooperation project between two sister-cities of Europe, Sarpsborg in Norway and Bethlehem in Palestine, initiated as part of the millennium city anniversary of Sarpsborg 1016-2016. It is according to EYCH 2018 based on a shared cultural heritage, in this case the medieval Saint Olav column in the Church of the Nativity in Bethlehem, a pilgrimage site and a World Heritage which now is being restored. The aim of this report is to investigate how cultural heritage as art and narrative can be reframed within social collective commemoration and in shared pilgrim and heritage tourism, regarding continuity and change. This study is dealing with forms and settings of collective memory, narrative and storytelling, and theoretical concepts of linear, points and areas spaces with nodes of interest in trail-based heritage tourism, discussed by Stephen W. Boyd 2017.The focus of this study is the new re-created column and painting of Saint Olav, inaugurated at Olav Hall in the Borgarsyssel county museum in Sarpsborg 2016. It is a reconstructed “gjenskapelse” by the conservation artist Terje Norsted. This new painting and its relation to the original medieval column painting of Saint Olav in Bethlehem are analyzed with iconographical methods based on the art history research of the original paintings. This report is also discussing the date of the original column painting 1150-1165 and its kneeling donatrix figure, which can be identified as the daughter of Norwegian king Sigurd I, Kristin Sigurdsdotter. The New Saint Olav column and the Olav Hall in Sarpsborg is now established as a new pilgrimage goal along the European Saint Olav pilgrim route to Oslo-Trondheim. In this way the sister-cities Sarpsborg and Bethlehem will continue this peace and friendship project based on their connections as pilgrimage and heritage tourist sites.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liedsidsel_2013,
title = {Canon and archive in messages from Oslo Cathedral Square in the aftermath of July 22nd 2011},
author = {Lied, Sidsel and Undseth Bakke, Sidsel},
year = {2013},
journal = {Nordidactica},
volume = {1},
pages = {34--56},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {memorial messages; critical event; values; cultural memory; the norwegian flag; love and roses as weapons; religious studies and theology},
abstract = {In this article we ask if central values which people were in dialogue with in the memorial messages from Oslo Cathedral Square in the aftermath of July 22nd 2011, may be seen as a part of Norwegian cultural memory, and if so, how. We answer this question in the affirmative, by elaborating on presentations of the Norwegian flag as a symbol of the values unity and solidarity, and on presentations of love and roses as weapons promoting the values love, humanity and calmness. In our discussion we have drawn on theory of cultural memory and suggested that the use of the Norwegian flag in the messages may be understood in the frame of Assmann’s term "canon", representing the active part of cultural remembrance, and that the message from the use of roses and hearts may be understood in the frame of the term "archive", representing the passive part of remembrance.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2025_1,
title = {Brittiska religionsdidaktiska approacher - om hur undervisning kan möta ungas livsfrågor},
author = {Osbeck, Christina and Lilja, Annika and Sporre, Karin},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
language = {swe},
publisher = {Stockholm : Natur & Kultur}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2011_2,
title = {Den existentiella reflektionens nedtonade roll},
author = {Osbeck, Christina},
year = {2011},
journal = {Religion och Livsfrågor},
volume = {2},
pages = {3--3},
language = {swe},
keywords = {religious studies and theology},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2011_3,
title = {En skola för alla: som vidgar vår livsförståelse},
author = {Osbeck, Christina},
year = {2011},
journal = {Religion & Livsfrågor},
volume = {1},
pages = {3--3},
language = {swe},
publisher = {: FLR},
keywords = {religious studies and theology},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2020,
title = {Riternas makt},
author = {Puskás, Tünde and Andersson, Anita},
year = {2020},
journal = {Traditionernas didaktik},
pages = {99--116},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik; traditioner; riter; adventsseder}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2020_1,
title = {Traditionernas didaktik i förskolan},
author = {Puskás, Tünde and Andersson, Anita},
year = {2020},
journal = {Traditionernas didaktik},
pages = {151--159},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik; kulturarv; mångfald i förskolan; traditioner}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2020_2,
title = {Vad händer med kulturarvet i ett mångkulturellt samhälle?},
author = {Puskás, Tünde and Andersson, Anita},
year = {2020},
journal = {Traditionernas didaktik},
pages = {135--150},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {förskolan; religionspedagogik; kulturarv; läroplaner; mångfald i förskolan}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_risenforssignild_2016,
title = {Identitet: att formas som människa},
author = {Risenfors, Signild},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {219--234},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {religionsundervisning; identitet; educational science}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_gehlinsara_2017,
title = {Educating for Peace: A Theological Task in Contemporary Times},
author = {Gehlin, Sara},
year = {2017},
language = {eng},
publisher = {Expertgruppen för Biståndsanalys (EBA)}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jgerskogannsofie_2021,
title = {Agens och existens i ämnesundervisningen: Medborgarbildningen i religionskunskap, psykologi och samhällskunskap},
author = {Jägerskog, Ann-Sofie and Halvarson Britton, Therese and Olson, Maria},
year = {2021},
language = {swe},
keywords = {ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik; teaching and learning with specialisation in the social sciences education},
abstract = {I denna paperpresentation, baserad på en artikel, är syftet att på teoretisk grund, med nedslag i tre skolämnen, dels argumentera för en vidgad förståelse av skolans och ämnesundervisningens medborgarbildande uppgift, dels visa vad denna kan betyda för ämnesundervisningen. Med inspirerad utgångspunkt i Hannah Arendt (2004, 2013) a) argumenterar vi för vikten av att denna uppgift innefattar både agens- och existensdimensioner, och b) konkretiserar vad de två dimensionerna kan innefatta i skolämnena religionskunskap, psykologi och samhällskunskap (på högstadiet och gymnasiet). Den vidgade förståelsen av ämnesundervisningens medborgarbildande uppgift innebär en inkludering av existensdimensioner på ett sätt som för med sig både möjligheter och utmaningar. Dessa behöver uppmärksammas och hanteras på ämnesspecifika vis. Ett förslag på hur detta kan göras lyfts fram, där utgångspunkt tas i Eamonn Callans (2016) begreppspar ‘dignity safe’ och ‘intellectually unsafe’ space. Avslutningsvis lyfts möjliga implikationer för utformandet av en ämnesundervisning som innefattar en vidgad medborgarbildande uppgift. Sammantaget är ambitionen att bidra till ämnesdidaktisk forskning och ämnesundervisningsutveckling med utgångspunkt i frågan om ämnesundervisningens medborgarbildande uppdrag.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_erlandsonpeter_2023,
title = {Rural Education in the Late Modern Metrocentric World – Challenges and Possibilities.},
author = {Erlandson, Peter and Kjellsdotter, Anne and Wahlström, Ninni and Bossér, Ulrika},
year = {2023},
language = {eng},
keywords = {education},
abstract = {This proposal is a part of an ongoing project that concerns educational institutions in Swedish rural societies, with focus on digitization and entrepreneurship. Even though almost half of the population worldwide still live in rural societies (43% in 2021 according to Statista, 2022) there is lack of research concerning rural societies and rural education in comparison to research on city areas and educational institutions in those areas (Åberg-Bengtsson, 2009; Beach et al, 2019). This spare interest from research communities, and/or, from governmental institutions contributing with research grants, may of course have many explanations. Huge capital is generated in metropolitan areas, high status educational institutions are located there, and the political decisions are made within the larger cities. To this should be added the prejudgment views on rural communities and their citizens – particularly on the rural working class – exploited and transferred over the world via the dominating urban-centric middleclass media culture Walker-Gibbs, Ludecke, & Kline, 2015, 2018). The metro-centric cultures lack of concern for the less urbanized part of the world, are also seen in the often simplistic understanding of “rural” and “rural education” (Bagley and Hillyard, 2014; Beach et al, 2019; Their et al, 2021). ”The challenge for all rural research is how rural is defined” says Walker-Gibbs, Ludecke, & Kline (2018). In research on the field “rural education” heterogeneous and context-dependent nature of rurality are empathized (Nelson et al 2021). Rural areas present a great diversity among them in terms of social, cultural, religious, economic as well as topographical characteristics both within and across countries (Showalter et al., 2017). On the other hand, it is well known that rural youth to lesser extent then their urban counterpart is prone to complete a college degree, but that does not mean a complete absence of factors in smaller rural communities that can be helpful for rural youth in relation to their future ambitions (Roberts & Grant, 2021; see also, Beach et al, 2019). It has been argued that teachers have greater opportunities to provide support for and information on students’ postsecondary options in rural areas then in non-rural ones. However, while teachers and school personal staff do influence, and support, their rural students, research also show that this support is often inadequate for helping students enact the necessary steps for achieving their postsecondary ambitions (Roberts & Grant, 2021). With Massey (1994) we argue that social relations are what construct space, and therefore, particular social relations – stretched over time, with its politics, culture and its history – is what makes up a particular space. In our case this means that we view our particular rural social spaces as imbedded in the relational life of the school, and in the same time as stretched out over the world via the continuing digitalization. Our research sites are three rural municipalities. We focus on one elementary school at each research site. We concentrate on the places for education, in the era of digital tools, and possibilities for the schools and the communities to educate children and at the same time work with entrepreneurship, beneficial for the individuals as well as for the communities (Pettersson, 2018). Entrepreneurship in this project builds on the idea of relationships and mutual concerns as starting points for developing and acting on opportunities in diverse contexts (Berglund & Johannisson, 2012; Weicht & Jónsdóttir, 2021). The aim in this paper is to analyze and exemplify school-work and their local surroundings in relation to classroom work as well as to the social organization at the school with particular focus on entrepreneurship in the digital era.MethodIn a broad sense, this study belongs to a Swedish branch of the Scandinavian Ethnography Tradition which began in the late 1960s (Larsson, 2006, [see also, Beach 2010; Beach & Larsson, 2022]). Typical of this tradition are long-term fieldwork, integration between locally situated events, relations between agents within institutional frameworks and sociocultural patterns developed over time together with a sensitivity to politics and economy that place the ethnographical site in a wider context. This time frame is also central to allowing for continual reflections on the complexity of human contexts. For example, on the relationship between the appropriate cultural, political, and social levels of the research site and on individual and group agency there. Moreover, research efforts include explicit theoretical perspectives and analysis, thereby providing an opportunity to use empirical data for the interrogation of macro and middle range theories and to develop (or ground) new ideas. The corpus of empirical data is the result of empirical and theoretical work conducted between 2022-2023. The methods applied have included: participant observation-based investigations, class-room studies, collection and analysis of documents, as well as formal and informal interviews with respondents (see also, Hammersley & Atkinson, 2007). Time, place, and objects were strategically selected (Jeffrey & Troman, 2004). The field notes, transcripts, and other data were analyzed continually. The project has been approved by the Swedish Ethical Review Authority. We analyze relations, formal as well as informal, between different parts of the rural societies with focus on the schools and the relations within them. We analyze and describe how these three societies have structured their education, and the relations between the schools and the surrounding environment. We analyze and describe how they plan and execute education in the schools and within the classroom. We take particular interest the digital environment and entrepreneurial initiatives in relation to that. That may include local business-corporations, but cultural initiatives concerning art, music, and craft as well. It may also include cooperation between school and other part of society, but also between other municipalities or other schools.Expected OutcomesDemographically, the results indicate that some of the rural municipalities have a steady population growth. When it comes to school and education, there is close cooperation with neighboring municipalities, which brings both opportunities and obstacles. In one of the municipalities, there are current digitization strategies with, for example, investments in a new digital center that works with digital participation for the municipality's various sections, including schools and libraries. Additionally, the latest investments made are a cultural environment program. The rural schools seem to play an important role as a unifying force in the local communities. The municipalities, as well as the local school leaders, put an interest in integrating the surrounding society in the school activities. In this pursuit, the local business life, sports and culture associations, as well as parents are involved, and digitization opens up opportunities for development of new relations. However, due to a large variation within the municipalities in terms of level of education and occupation between families and cultures, there is a challenge in offering equal opportunities for all pupils within the municipalities. For example, one of the rural schools in this study is placed within an area that has a strong agriculture culture as well as a well-developed but small community for craft and design. The schools itself are central employers in the villages, and at one of the schools, several teachers have themselves been students at the K-6 school, which indicates strong ties to the rural community as a social and cultural place. This contributes to a school culture that values the preservation of tradition which tends to delay the development of strategies to take advantage of the possibilities of digitization. But, on the other hand this delay might, at least partially, be beneficial for the classroom interaction and the pupils schooling.References Bagley. C & Hillyard. S (2014). Rural schools, social capital and the Big society: A theoretical and empirical exposition. British Educational Research Journal 40(1): 63–78. Beach, D. 2010. Identifying and Comparing Scandinavian Ethnography: Comparisons and Influences. Ethnography & Education 5 (1): 49–63. Beach, D., Johansson, M., Öhrn, E., Rönnlund, M. & Rosvall, P-Å. (2019) Rurality and education relations: Metro-centricity and local values in rural communities and rural schools. European Educational Research Journal 18(1): 19–33. Berglund, K., & Johannisson, B. (2012). Introduction: In the beginning was societal entrepreneurship. In K. Berglund, B. Johannisson & B. Schwartz (Eds.), Societal Entrepreneurship: Positioning, Penetrating, Promoting. Cheltenham: Edward Elgar Publishing Hammersley, M., and P. Atkinson. (2007). Ethnography – Principle in Practice. 3rd ed. London: Routledge. Jeffrey B and Troman G (2004) Time for ethnography. British Journal of Educational Research 30(4): 535–548. Massey, D. (1994). Space, Place and Gender. Cambridge, UK: Polity Press. Nelson, K. S., Ngyuyen, T. D. Brownstein, N. A., Garcia, D., Walker, H. C. Watson, J. T. & Xian, A. (2021). Definitions, measures, and uses of rurality: A systematic review of the empirical and quantitative literature. Journal of Rural Studies, 82 (4), p. 351-365. Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021. Roberts, J. K. & Grant, P. D. (2021). What We Know and Where to Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field. The Rural Educator. Vol. 42 (2) pp. 72-94. Showalter, D., Klein, R., Johnson, J. & Hartman, S.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_buchardtmette_2015_1,
title = {Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden},
author = {Buchardt, Mette and Bråten, Oddrun and Osbeck, Christina and Skeie, Geir and Ubani, Martin},
year = {2015},
journal = {The 13th Nordic Conference on Religious Education, Tartu, Estonia, 15-18 June},
language = {eng},
abstract = {“Epistemologies of Religious Education – Examples from Denmark, Finland, Norway and Sweden” General subject didactics in the Nordic countries has developed in relation to teacher education and the need to bring questions about teaching and learning closer to specific subject‐content areas. The discussions started at slightly different times in the different countries, for instance in the 1970s in Norway and in the 1980s in Sweden (Kroksmark, 1989; Ongstad, 2006). However, at that time religious education was already an academic field in the faculties of theology in many of the Nordic countries, namely as religionspedagogik[k](e.g. Osbeck & Lied, 2012). Since then the development of RE and its current position have been rather different in the separate countries, but also the conditions within the same country have varied largely. The aim of this symposium is to examine different conditions for knowledge re/production concerning Religious Education in the Nordic countries and discuss how disciplines work as frames for ongoing developments of knowledge, primarily research contributions. There are several academic disciplines related to RE, and an interesting question is of course how these scholarly communities influence RE. What consequences does it have for the contribution of knowledge – e.g. for research questions asked, examined and answered – if the study is done in history of religion, comparative religion, sociology of religion, theology, pedagogy of religion in a faculty of theology, sociology, communication studies, or psychology or in the educational sciences, and thus in e.g. sociology, history, psychology or philosophy of education? What does it mean for the discussion of quality in the field and the direction of the development that the research area is that varied? And how does that affect the applied didactics of religion? The presentation will draw on current examples from Denmark, Finland, Norway and Sweden and be discussed in relation to different theories of re/construction of knowledge.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordinmagdalena_2014,
title = {Sociologiska perspektiv på religionsämnet i svensk grundskola},
author = {Nordin, Magdalena},
year = {2014},
journal = {Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012},
pages = {125--147},
language = {swe},
publisher = {: Lunds universitet, Humanistiska och teologiska fakulteterna},
abstract = {The aim of the article is to add a sociological perspective on the subject of religion. This will be based on a review of the development of the subject, based on a critical analysis of the 2011 curriculum and curriculum for the subject of religion, both for primary school curricula for teacher education at the university as well as a textbook on religion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2017,
title = {Teachers’ experiences of ethics in religious education},
author = {Lilja, Annika},
year = {2017},
journal = {Assessment in Ethics Education – A Case of National Tests in Religious Education.},
pages = {69--86},
language = {eng},
publisher = {Dordrecht : Springer}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_porathsjelisabeth_2008,
title = {Konfirmandundervisning och religionskunskaps undervisning - likheter och olikheter},
author = {Porath Sjöö, Elisabeth},
year = {2008},
journal = {Religion & Livsfrågor},
volume = {4},
number = {4},
pages = {18--19},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015_3,
title = {What can and should religious education achieve?},
author = {Skeie, Geir},
year = {2015},
language = {eng}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_christianssonelisabeth_2006,
title = {Kyrklig och social reform : motiveringar till diakoni 1845-1965},
author = {Christiansson, Elisabeth},
year = {2006},
language = {swe},
publisher = {Artos & Norma},
keywords = {religion/theology},
abstract = {The main purpose of this dissertation is to see how proponents of diaconia justified the establishment of three Swedish diaconal institutions: Diaconissanstalten 1851 (The Institution for Deaconesses, Stockholm, now Ersta diakonissällskap/Ersta Association for Diaconal Work), Stockholms Stadsmission 1853 (The Stockholm City Mission) and Svenska Diakonanstalten 1898 (The Swedish institution for Deacons, first in Gävle, from 1905 in Stockholm, now Stiftelsen Stora Sköndal/The Stora Sköndal Foundation). Included is also a study of how diaconal work was justified in Sweden in the post-war period, a time when religious neutrality within health care and education was high on the political agenda. An additional purpose is to discuss how these justifications are related to the modern discourse of social work. The primary source material consists of journals that voiced the opinions of the aforementioned diaconal institutions, Parliamentary records and newspaper articles. This material is culled for justificatoryarguments. The set of justifications found in each setting is discussed from three angles: theology, ideology and gender roles. The dissertation shows that justifications for diaconal institutions have varied over time, but that all the initiatives have reformism in common. Diaconal institutions are vindicated as projects for social and ecclesial improvement and not merely as instruments for the material or spiritual well-being of individuals. This reformist stance contrasts with how responsibility for one's neighbour was justified in pre-industrial Sweden: as a duty performed within a static society. Reformism in diaconia is in this dissertation looked upon as an early example of modernisation. The justifications of diaconal work found in the source material are the following. In the 1850s diaconal work was justified theologically as a means of revival and evangelism. The ideological stance of its proponents was social conservative. Female diaconia was propagated because women were regarded as particularly apt for nursing and caring. Around the year 1900 diaconal work was mainly a question of reinforcing the Church of Sweden as the spiritual and moral foundation of Swedish society. Ideologically, diaconia (both male and female) was still social conservative. The justification of male diaconia was that supposedly male characteristics could be made useful in a lay ministry at the service of the Church of Sweden. In post-war Sweden the basis for justifications shifted to social liberalism and a theology of stewardship.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_fjllsbypo_2016,
title = {Idealizing India: A transformative perspective on Theosophists contribution to education and politics (1879-1930)},
author = {Fjällsby, P-O},
year = {2016},
language = {eng},
publisher = {Karlstads universitet},
keywords = {theosophy; modern indian history; nationalism; education},
abstract = {This study (originally published as a thesis “Indien som utopi och verklighet: Om den teosofiska rörelsens bidrag till indisk utbildning och politik 1879-1930”, 2012) aims to contribute to a deeper understanding of the political ambitions and actions of the Theosophical Society within the emerging nationalist movement in India during 1879-1930. The enquiry takes place against the background of the research about the Theosophical Society having earlier been characterized by polarization and rigid standpoints. The interest that the movement has attracted for its role during the Indian movement for independence has since the 1980s diminished considerably in historical research. A question asked after the enquiry is: can the theosophists’ place in the history of Indian independence movement still be defended? The study is based on different kinds of textual sources: chiefly material of the movement for different addressee as well as archive material, personal letters and biographical material. Since the enquiry stretches over more than half a century I have also introduced brief historical summaries. Different theoretical perspectives have been applied depending on the historical context, and Ludwik Fleck’s theory of thought collectives and thought styles served as a general frame for interpreting the movement’s actions and development A central concern in this study has been the attempt to explain how a numerically small movement with its roots in the West could come to have political influence in India for a period of time.The study starts off in a western historical context in an attempt to uncover ideas and reasons behind the movement's commitment to India. It focuses on a culture or civilization critique the Theosophical Society shared with several other contemporary movements.The first part examines the theosophical movement's establishment in India. The relationship with other Indian reform movements has been identified and dividing lines behind the official's eclectic attitude have been shown. The theosophical activities in India can thus be understood in relation to its critique of the modern development of society. My study of the period partly indicates shifts in opinions over time and position-takings with clear elements of competition in relation to other reform movements.The second part examines the theosophist’s involvement in education and discusses how the nationalist/theosophical educational ideals are reflected in tuition and in textbooks. Emphases on the connection to the students’ own reality in order to develop a national consciousness is central. The theosophist’s ambitions were to overcome the political and religious issues, but the network that was developed were too challenging to be accepted.The third part examines theosophy in the open political arena. The pattern is partly the same in terms of methods to reach a consensus for the main target - Home Rule. The political challenges were reflected in an increased political mobilization, which broadened the political activities outside the Congress. But it also shows that there was an opposition in the theosophical movement to the politicization, also among leading theosophists. After the war the marginalization of Theosophy was obvious in politics when the theosophical leadership choseto opt out of the Congress under Gandhi's leadership.The view of India that the theosophists contributed to establish is an India enriched by other cultures and religions during thousands of years. Islam is no exception. The threat was posed by Western materialism. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nystrmdaniel_2022,
title = {The Social Studies Subjects and Intersectionality: Multi-Categorical Approaches in Upper Secondary Education},
author = {Nyström, Daniel},
year = {2022},
journal = {Nordidactica},
volume = {3},
number = {12},
pages = {101--121},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {upper secondary education; social studies; intersectionality; gender mainstreaming; anti-discrimination; comparative subject didactics; subject-specific education},
abstract = {This article studies how the social studies subjects – civics, geography, history, and religious education – in Swedish upper secondary education describe and conceptualise the categories of gender, class, ethnicity, and sexuality. The background is that the syllabi stipulate that analytical perspectives based on these categories should be used to interpret subject-specific content. These categories connect implicitly and explicitly to intersectionality theory and to anti-discrimination policy making. Through a text analysis of syllabi and textbooks, the article revolves around the questions: What kind of multi-categorical approach is being constructed in the different social studies subjects? How does that relate to intersectionality theory? Is the purpose of a multi-categorical approach to fight against discrimination? The result shows that there are slightly different emphases being made depending on school subject. History and geography give priority to the category of gender, whereas civics and religious education present a more varied utilisation. All subjects employ a so-called additive intersectional model, where categories are treated separately. Civics and religious education include discussions of both identity constructions and structural factors. Geography and history focus mainly on a structural level. Religious education is the only subject that explicitly discusses intersectionality theory. To the extent that writings with an anti-discriminatory message occur, the message is often that it is important that the individual show respect and tolerance towards others. },
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_naeslundlars_2009,
title = {Visiting the Others.: Interpreations of Written Reports from Students´ Individual Study Visits to Religious Communities.},
author = {Naeslund, Lars},
year = {2009},
journal = {Paper presented at the conferens ´The Social Dimension of Religion in Civil Society - A European Perspective´},
language = {eng},
keywords = {education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_cappswalterh_2000,
title = {Anders Nygren’s Religious Apriori with an Introduction by Walter H. Capps},
author = {Capps, Walter H. and Lejon, Kjell O.},
year = {2000},
language = {eng},
publisher = {Linköping University Electronic Press},
keywords = {anders nygren; religious apriori; sui generis; philosophy of religion; lundensian theology; gustaf aulén; nathan söderblom; gustaf wingren; humanities and religion; humaniora och religionsvetenskap},
abstract = {The publication is based upon the first English translation of some essential parts of Professor Anders Nygren’s dissertation Religiöst Apriori. Dess filosofiska förutsättningar och teologiska konsekvenser [Religious Apriori: Its Philosophical Presuppositions and TheologicalConsequences], 1921. In this work, Nygren established the foundation for his subsequent philosophical and theological thinking. Important theoretical and methodological perspectives that laid the groundwork in the thinking of Anders Nygren have hereby been made accessible for the English-speaking world.A short biographical introduction to Anders Nygren is given, followed by an comprehensive introduction to the Religious Apriori, including an assessment of Nygren’s achievement.The extensive bibliography includes works in English by relevant Swedish theologians.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2016_1,
title = {Livsfrågor. Livsfrågor kan göra religionsundervisningen mer elevnära och aktuell},
author = {Löfstedt, Malin},
year = {2016},
journal = {Religion och livsfrågor},
language = {swe},
publisher = {Malmö},
issn = {0347-2159}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_srensdotterrenita_2008,
title = {I normens öga: Metoder för en normbrytande undervisning},
author = {Sörensdotter, Renita and Brade, Lovise and Engström, Carolina and Wiktorsson, Pär},
year = {2008},
language = {swe},
publisher = {Stiftelsen Friends, Stockholm},
keywords = {normer; skola; heteronormativitet; normkritik},
abstract = {Det stormar i skolan. Normer för hur genus, sexualitet och etnicitet befästs och utmanas i klassrum, korridorer, personalrum och undervisning. Det gör att vissa elever har medvind genom hela skoltiden, medan andra upplever ständig motvind. Normerna påverkar vilka som synliggörs i undervisningen och vilken stämning som råder i klassrummet och på skolan.I normens öga är en metodbok för dig som vill arbeta med att ifrågasätta, granska och vända upp och ned på normer. Här hittar du inspiration till att påbörja ett normkritikst arbete eller till att ta ert likabehandlingsarbete ett steg längre. Det är också en bok för dig som vill hitta metoder för att arbeta med jämlikhet och är nyfiken på vilken betydelse normer har för förekomsten av diskriminering, kränkningar och trakasserier.Boken utgår från skolan som helhet och tar upp perspektiv och metoder som kan användas av skolledningen, arbetslaget, och den enskilde läraren. Metoderna går att tillämpa i skolan, lärarens eget ämne, klassrummet och tillsammans med eleverna. Den är tänkt att ge inspiration och redskap för att skapa en jämlik skola.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_nodelandtuvaskjelbred_2023,
title = {A Battle over Children: Nonformal Education in Norwegian Uniformed Children's Organisations, 1910-1960},
author = {Nodeland, Tuva Skjelbred},
year = {2023},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {youth and childhood; youth movements; social and cultural history; 20th century; civic education; political socialisation; norway.; utbildningssociologi; sociology of education},
abstract = {A Battle over Children investigates how children became targets of political education in different uniformed children’s organisations in Norway between 1910 and 1960. Following the introduction of the Scout movement to Norway in 1910, a range of competing uniformed children’s organisations developed. Soon, Christians, communists, social democrats and national socialists were all competing for influence over Norwegian children through uniforms, rituals and loyalty oaths, adventure and outdoor life.The thesis explores what this nonformal education phenomenon can tell us about the incorporation of children into the political mass culture of the twentieth century. The emergence of uniformed children’s organisations helped reinforce and spread the idea of children as a group that could be mobilised for various social, religious and political aims. The aim of the thesis is to explain how this process of politicisation developed in Norway between 1910 and 1960. The thesis analyses how the process changed over time and was conditioned by larger political and social shifts.Inspired by Antonio Gramsci’s concept of hegemony, the thesis places the organisations as participants in a civil-society battle to shape children’s political identities. Drawing on archival material, newspapers, parliamentary debates and membership magazines, the analysis charts the development of the organisations’ battle through four chronological phases. The analysis shows how the politicisation of children between 1910 and 1960 was driven by important conflict lines in Norwegian society such as tension between the labour movement and organised Christianity. It shows how the consolidation of compulsory schooling made it all the more important for groups to secure the reproduction of values they could not be sure their children would gain in school.The findings question ideas of early-twentieth-century childhood as an innocent and protected state isolated from political life. In this research tradition, youth movements tend to be understood as disciplinary tools to make children socially useful, but not as an expression of youth’s political involvement. Instead, I argue for the need to consider how children practically engaged with politics in spaces constructed for them by adults. Taking Norway as a case of a liberal, democratising state, my study suggests that such societies in many ways behaved in similar ways to societies that developed state organisations to shape children’s political identities, only that the process took place as a battle for consent on the civil society arena rather than as a state-driven process.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2010,
title = {Associations of Ethnical, Cultural and Religious minorities from a Perspective of Social Pedagogic},
author = {Aman, Robert and Eriksson, Lisbeth and Lundberg, Martin and Winman, Tomas},
year = {2010},
language = {eng},
keywords = {education},
abstract = {Historically the majority society in Sweden has categorized minority groups out of different inconsistent characteristics. It can be out ethnical or cultural belonging but sometimes it is out of religious believes and the point of departure for those categories can only be understood out of a historical perspective. Examples of those historically well established patterns of categorizations are Romans and Muslims. In the group of Romans there might be several different religions represented, and in the Muslim group there might be several ethnical belongings represented. The categories, Romans and Muslim, are historically often used to distinct people from a belonging to the majority in Sweden which has an excluding effect as it separates us from them. As an answer to this excluding or marginalizing process, the groups themselves have organised their activities within groups of associations. Those associations have served several purposes depending on the specific group of interest, such as education, culture issues, or building up communities of fellowship. From one perspective those associations can be seen as segregated groups which run the risk to strengthen the marginalization for their participants. But the associations themselves argue that they instead have a crucial role for the integration of marginalized categories of citizens, on both a group and an individual level. In this paper we discuss associations which origin from two minority groups (Muslims and Romanise) with a theoretical frame of social pedagogic. They are built upon different categories, ethnicity and religion, but participants themselves says that the need for their associations origin from experiences of exclusion and marginalization from the majority society as well as needs for social cohesion within the groups. The aim is to develop knowledge and discuss the associations own purposes where the dichotomy between adaptation and mobilisation are of certain interest, and moreover, adaptation or mobilisation, to what? Such a question entails a discussion about the relations between minority groups and the majority society. One core question is – how can this kind of associations be understood from a social pedagogical perspective? Is it a place where the groups can experience community or a place where knowledge, traditions and values can be transferred from one generation to another? Or is it more platforms for mobilization and consciousness awareness about the relation to the majority society, where the relations itself are seen as having a great impact on everyday life? The empirical data derives from interviews with stakeholders from the associations and observations of group activities. Theories about participation and communities form the base for our analyses and understandings about the associations own work with issues like education, fosterage, commitment and mobilisation. We also lean on theories about multi-culturally politics of identity to analyse the associations’ relation and position to the surrounding society. The expectations are that the results will show which meaning the associations have for the minority group’s inclusion and relation to the majority society where the question of us and them is significant.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karlsohnthomas_2012,
title = {Den akademiska friheten och universitetets uppgift},
author = {Karlsohn, Thomas},
year = {2012},
journal = {Arche. Tidskrift för psykoanalys, humaniora och arkitektur},
volume = {38},
pages = {39},
language = {swe},
keywords = {universitet; forksningspolitik; undervisning; bildning; högskolepedagogik; history of sciences and ideas},
issn = {2000-7817}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_nordenstamanna_2010,
title = {Från fabler till manga. Litteraturhistoriska och didaktiska perspektiv på barn- och ungdomslitteratur},
author = {Nordenstam, Anna and Boglind, Ann},
year = {2010},
language = {swe},
publisher = {Gleerups},
keywords = {barnlitteratur; ungdomslitteratur; klassiker; genre; klass}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1993,
title = {Att förändras av utbildning: Om stabilitet och utveckling vid religionsvetenskaplig linje},
author = {Bäckström, Anders},
year = {1993},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {religion/theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_naeslundlars_2010,
title = {PanoramaIntercultural Journal of Interdisciplinary Ethical and Religious Studies for Responsible ResearchVolume 22Summer/Winter 2010: Meanings of a Message - Four Students´ Perspectives on a Visit to a Hare Krishna Centre},
author = {Naeslund, Lars},
year = {2010},
language = {eng},
publisher = {Druckerei Kotulla, Wolfenbüttel},
keywords = {education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bckstrmanders_1990_1,
title = {De kyrkliga utbildningarna och framtiden},
author = {Bäckström, Anders},
year = {1990},
journal = {Svensk kyrkotidning},
volume = {7},
pages = {82--85},
language = {swe},
keywords = {kyrkliga utbildningar; sociology of religion; religionssociologi},
abstract = {En arbetsgrupp inom Svenska kyrkans nämnd för undervisning och utbildning har lagt fram ett förslag till kyrklig utbildning med fyra profiler. I artikeln välkomnas helhetstanken på utbildningssituationen medan de långtgående deltaljförslagen kritiseras. Förslaget innebär bl. a. ett långtgående ingrepp i den teologiska utbildningen.},
issn = {0346-2153}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cavallinclemens_2016,
title = {Changing views at Banaras Hindu University on the Academic Study of Religion: A first report from an on-going research project},
author = {Cavallin, Clemens and Sander, Åke and Kumar, Sushil},
year = {2016},
journal = {Argument},
volume = {1},
number = {6},
pages = {107--142},
language = {eng},
keywords = {secularity; higher education; sociology of religion; banaras hindu university; religion vs. dharma},
abstract = {Given India’s vibrant religious landscape, there is a somewhat surprising paucity of depart‐ ments, centres or even programs for the academic study of religion. This article discusses this issue based on the preliminary results of an interview study conducted at Banaras Hindu University (BHU), Varanasi, India, in 2014 and 20 Its focus is on the views of university teachers and researchers concerning the place, role and function of religion and religious stud‐ ies at BHU. Twenty‐eight semi‐structured interviews were conducted. In the course of their analysis, six themes emerged: 1) the place and role of religion in society; 2) religion as ‘religi‐ osity/spirituality’ or sanatana dharma vs. political ideology/communitarianism; 3) religion vs. dharma; 4) secularization; 5) religion in education in general; and, 6) religion in the education at BHU. The informants agreed on the increasing importance of religion in India, and most of them viewed the meaning of secularization as being ‘equal respect for all religions’. Moreover, a majority distinguished between ‘religion’, in the Western sense, and the Indian conception of dharma, considering it regrettable that the latter, described as the common ground of all reli‐ gions, is not taught more extensively at BHU. They also considered the original ideal of BHU’s founder, Madan Mohan Malaviya, to be of signi cant importance. That ideal involved not only teaching students the knowledge and skill sets found in a standard modern university, but also equipping them with a value‐based education, grounded upon sanatana‐dharma. As our project progresses, further understanding of this turn toward dharma education is something we intend to pursue through the lens of multiple modernities, developed by Marian Burchardt et al. as multiple secularities.},
issn = {2083-6635}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lonnertlia_2020,
title = {Gender and ethicity in music teacher education},
author = {Lonnert, Lia},
year = {2020},
journal = {The topology of music education as a field of researches, policies and practices},
language = {eng},
publisher = {: Nordic Network for Research in Music Education (NNMPF)},
keywords = {music education; musikpedagogik},
abstract = {Within the subject of music in the Swedish curriculum for mandatory school, Läroplan för grundskolan samt för förskoleklassen och fritidshemmet, there is one goal which focus on the function of music to signify identity and group affiliation. To reach the goal, there should also be a focus on gender and ethnicity, and in the comments published to the curriculum religious affiliation is added. Since these concepts are in focus in the curriculum, they also have to be dealt with in music teacher education. Within music teacher education in Sweden, there have been focus for quite a long time on gender and music. However, focus on ethnicity and music education are now emerging. In this paper, there are some reflections on why, and differences between the concepts when regarding music teacher education. Firstly, there is the access to research about the topics. There have been major studies and dissertations on gender issues connected to music education. There is quite a lot of material on gender and music education, both published research and material based on research published in books. Much of this research is about Swedish, or Nordic, conditions which makes it highly relevant for music education students. So far, there have been few studies on ethnicity and music education. Secondly, the definitions of the concepts are a problem. The concept gender has been problematized more than the concept ethnicity within music education, which make the concept gender easier to work with. Music education perhaps could have use of definitions from other disciplines, however, the concept ethnicity is problematic. Thirdly, there is students’ awareness of and identification with the concepts. Students are very aware of gender issues, they discuss them with ease and have experience of doing so from different perspectives. It can be due to the issues above, that gender has been researched more and that the concept gender has been problematized more in music education. This is of course a problem which can be addressed within education. However, the connection of the concept ethnicity to music education is more problematic than the concept gender and music education. These observations above raise questions for music teacher education. How should music teachers’ education tackle a concept and content which have similarities but is different from another concept which is integrated? These concepts are associated in the curriculum, however, it is not a given how music teacher education should handle the concepts. So far, religious affiliation has not been central, but it is possible that the concept should be added to music teacher education. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_3,
title = {Religious literacy-är det ett användbart begrepp inom religionsdidaktisk/-pedagogisk forskning?},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {Afset, B., Hatlebrekke, K. & Valen Kleive, H. (red.) Kunnskap till hva? Om religion i skolen.},
pages = {117--143},
language = {swe},
publisher = {Trondheim : Akademika forlag},
issn = {1502-7929}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_10,
title = {Längtan till Orienten: Svenska Orientsällskapet 100 år},
year = {2023},
language = {swe},
publisher = {Makadam Förlag},
keywords = {history of sciences and ideas; asiens språk och kulturer; asian languages and cultures; indology; indologi; international relations; internationella relationer; history of religion; middle eastern languages and cultures; mellanösterns språk och kulturer},
abstract = {Den 7 mars 1921 bildades Svenska Orientsällskapet. Under 1920-talet stod Orienten för något nytt, något annorlunda som intresserade allt fler i Sverige. Tidningarna fylldes av annonser för orientaliskt mode, österländsk läkekonst sålde på apoteken och missionärer från öster fann nya lärjungar. Det fanns en tro på Orientens visdom, att det skulle gå att finna nya lösningar på livets frågor i historiens läror, men också en ambition att placera nationen i ett större sammanhang och förstå hur den nordiska kulturen påverkats av sina uråldriga kontakter österut. Orientsällskapet anammade på så sätt både den gamla och den nya tiden, och verksamheten speglade 1900-talsutvecklingen. Sällskapet erbjöd kurser för allmänheten i arabiska, turkiska och kinesiska, ordnade föreläsningar och utställningar om Orientens kulturer, och sökte arkeologiska spår efter förbindelser mellan öster- och västerland. Så småningom kom föreläsningarna och kulturutbytena allt mer att handla om den ”nya” Orient som växte fram. I Längtan till Orienten berättar områdesforskare, religionshistoriker och kulturvetare om den fascinerande brytningstid mellan världskrigen då Orientsällskapet medverkade till en modernisering av både undervisning och forskning om andra länder för en ny publik, och på samma gång blev en del av Sveriges utrikespolitiska hållning i mötet med den nya, internationella värld som öppnade sig. Kapitlen diskuterar bland annat svenska översättningar av Koranen, Gustav VI Adolfs arkeologiska intressen, österländska profeter på Sverigebesök och mellankrigstidens vurm för orientaliskt mode. Medverkande författare: Per-Arne Berglie · Ann Grönhammar ·Patrick Hällzon · Ingmar Jansson · Göran Larsson · Helen Persson Swain · Jan Romgard · Simon Sorgenfrei · Ingvar Svanberg }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rrenowe_2007,
title = {Idioternas tid: Tankestilar inom den tidiga idiotskolan 1840 - 1872},
author = {Rören, Owe},
year = {2007},
language = {swe},
publisher = {Pedagogiska institutionen},
keywords = {history of education; idiocy; thought-style; education},
abstract = {The purpose of this thesis is to increase our knowledge about the thinking of idiocy behind the formation of the first institutional schools for idiots in the Scandinavian countries. The source materials – publications, articles, documents, photos – has been studied and interpreted through a hermeneutic existential method. The final interpretation is connected to Ludwik Fleck´s theory of thought-style and thought-collective. Thought-style in this context has different aspects: The quality or characteristics of the conception or diagnosis of idiocy The ideas about underlying causes The educational, medical and social measures required The expected results or goals The environmental influence Three historical perspectives are traced in the thesis: a biographical history perspective, an educational/medical and a comprehensive perspective of the history of knowledge. The Nordic thinking of idiocy was strongly influenced from French, Swiss and Prussian forerunners. The first efforts in the Nordic countries were attempted by psychiatrists, theologians and teachers for the deaf and dumb. The precursor in Sweden, a woman, had to connect to the available female/religious strategy of the time for her participation. The study concludes that although the activists spoke about “the time of the idiots” it was also a time for the activists to create possibilities for entrepreneurship and professional careers. The medical knowledge of idiocy was in its infancy. The educational progression was moderate and built upon the theories of the time.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jansontorsten_2017,
title = {Islamic Children's Literature: Informal Religious Education in Diaspora},
author = {Janson, Torsten},
year = {2017},
journal = {Handbook of Islamic Education},
number = {7},
pages = {34--34},
language = {eng},
publisher = {: Springer},
abstract = {This chapter explores the brand of Islamic children’s literature produced in diaspora, in order to discern how this supplementary educational tool has responded to key concerns of Islamic education. How is Islamic faith staged in diasporic literary depiction? What innovative formats are employed and how does such innovation affect the content? Rather than understanding this literature in terms of mere adaptations of novel formats, Islamic children’s literature is explored as a mode for cultural negotiation in and of itself. It ambiguously balances between a defensive-exclusive and offensive-inclusive cultural stance. On the one hand, and in its early phases, it has been formulated as a defense of religious principles in a sociocultural context defined as threatening, in face of which Islam is mobilized as a safety mechanism. In such aspects, Islamic children’s literature has essentially reproduced cautious and socio-conservative literary patterns in the Arab and/or Muslim world at large. On the other hand, the format as such subverts traditional forms of Islamic education and rote learning practices, in favor of a religious pedagogy through which Islamic creed and practice is highlighted as a rational and culturally flexible matrix for life. Currently, the literature is set in a process of rapid development. Core religious virtues are increasingly staged through vivid narrative and graphic representation, and in inclusive appropriation of Euro-American literary formats such as the detective story, the world of sports, the comic book, the fable, and fairy tale. Such innovative formats invite culturally inclusive depictions of diasporic existence, in an open and vulnerable exploration of what Muslim identity and Islamic faith may mean for a young mind. In the process, the borders are currently becoming less distinct between the brand of Islamic children’s (established since the 1970s) and an emergent literature depicting the lives of young Muslims with less explicit religious or ideological purposes.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2015,
title = {Vikten av en relevant religionsdidaktisk forskning},
author = {Osbeck, Christina},
year = {2015},
journal = {Religion och livsfrågor},
volume = {3},
pages = {3},
language = {swe},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_basicgoran_2017,
title = {Obrazovanje za kulturu mira kao viktimološki odgovor na uspon ideologija neofašizma: Education for the Culture of Peace as Victimological Response to the Rise of Ideology of Neo-Fascism},
author = {Basic, Goran and Delić, Zlatan and Sofradzija, Halima},
year = {2017},
journal = {”Ambassadors of Peace in Bosnia and Herzegovina” : The Second International Scientific Conference of Victimology in Bosnia and Herzegovina},
pages = {22--32},
language = {bos},
publisher = {Sarajevo : University of Sarajevo},
keywords = {education; peace culture; ideology; neo-fascism; clero-nationalism; discourse; clericalization; identity; tolerance; critical victimology; epistemology; neo-populism; victim status; war; conflict; obrazovanje; kultura mira; ideologija; neofašizam; kleronacionalizam; diskurs; klerikalizacija; identitet; tolerancija; kritička viktimologija; episemologija; neopopulizam; status žrtve; rat; konflikt; pedagogics and educational sciences; pedagogik och utbildningsvetenskap; freds- och utvecklingsstudier; peace and development studies},
abstract = {Cilj ovog rada je kritički analizirati intelektualne uslove za obrazovanje empirijskih i normativnih dimenzija znanja koje se mogu suprotstaviti ideologijama neofašizma, i na teorijsko-diskurzivnom, i na praktičnom planu. U viktimologiji nastaje problem onda kada obrazovne politike i prakse označavaju (1) zajedničke prošlosti, (2) politike etničkih identiteta i (3) politike sjećanja koje su ispunjene nesavladanim viskom ratnog nasilja iz prošlosti. Rad se bavi kritičkom analizom klerikalizacije obrazovnih politika, kritičkom analizom klerikalizacije politika etničkih identiteta i kritičkom analizom klerikalizacije politika sjećanja. U analitičkoj pozadini ovog rada nalazi se stav da društvena i kulturalna značenja nastaju kao posljedica društvenih diskursa i diskurzivnih praksi kojima značenjski »stvaramo«, odnosno konstruiramo obrazovanje kao društveni fenomen. Analitička osnova rada se zasniva na pregledu različitih studija iz domena sociologije ideologije, sociologije vojske i rata, socijalne epistemologije i kritičke viktimologije. Rad traga za obuhvatnom kritičkom perspektivom iz koje bi bilo moguće obrazovati novu, dinamičnu terminologiju za preciznu diskurzivnu analizu političkog, diskurzivnog i identitarnog infantilizma i kritiku neofašističkih politika etničkih identiteta u kontekstu šire kritike negativnih društvenih učinaka na prvi pogled različitih, ali, u biti međusobno nadopunjavajućih ideologija neofašizma i neopopulizma. U radu se obrazlaže društvena potreba za kvalitetnijim javnim obrazovanjem značenja političke, medijske i religijske upotrebe i zloupotrebe »identitarnih pojmova« i »identitarne terminologije«. Rad se zasniva na kvalitativnoj metodologiji istraživanja značenja (i političke zloupotrebe) osnovnih pojmova u viktimologiji kao sto su recimo: »globalizacija nasilja« »država«, »državne granice« »kleronacionalizam«, »sekularizam« »politika predstavljanja«, »kultura«, »kulturni identitet«, »kultura sjećanja«, »kultura mira«, »kultura smrti«, »religija«, »povratak religije«, »tradicija«, »vitalni nacionalni interes« itd. Insistira se na odvaganoj kritičkoj analizi povlaštenih strategija političkog apliciranja označiteljskih sistema i mehanizama 'razlikovanja' koji služe kao epistemička osnova za obrazovanja pojmova, terminologije, taksonomija i klasifikacija prema kojima se ljudi dijele na »naše« i »njihove«. Zaključak je da bi se u normativnoj osnovi obrazovanja koje nam je potrebno u 21. stoljeću trebalo pozvati na odgovornost svih društvenih aktera prema budućim naraštajima u kontekstu sve uočljivija medijske, ideološke i biopolitičke konkurencija za »status povijesne žrtve« davnih (i sasvim nedavnih) stvarnih i ideoloških ratova koji su se vodili ili se još uvijek vode, zapliću ili raspliću na Balkanu.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_thornchristopher_2024,
title = {Muslimer, skolan och förorten: Muslimska gymnasieelevers orienteringar och strävan efter erkännande: Muslims, Education, and the Multicultural Neighbourhood: Swedish Muslims in Upper-secondary Schools, their Orientations and Struggle for Recognition},
author = {Thorén, Christopher},
year = {2024},
language = {swe},
keywords = {erkännande; förort; gymnasium; intersektionalitet; islam; islamofobi; muslimer; orientering; rasism; sekularitet; skola; strukturellt missgynnade områden; utbildning. disadvantaged neighbourhoods; education; intersectionality; islamophobia; multicultural neighbourhoods; muslims; orientation; racism; recognition; school; secularity; upper-secondary school.},
abstract = {The aim of this thesis is to contribute to a deeper understanding of how Muslim students in upper-secondary schools experience their education, and how their experiences influence educational strategies, such as choice of school. Muslim pupils have come to play a particular role in the Swedish school debate, particularly with reference to multicultural neighbourhoods. In the politicised discussions about Islamic practices, such as the prayer and the Islamic dress, practices are often understood as “disturbances” in the school environment, and religious identification is viewed as a burden rather than an asset. Previous research has also highlighted that Islamophobia, as well as secular norms, impact students’ educational experiences. This study has been conducted in an upper-secondary school in Sweden (gymnasium) where a large proportion of students identify as Muslim. The school is located in a structurally socio-economically disadvantaged area of Gothenburg, where average grades and qualification rates are lower than the city average. The area is associated with school failure, social problems, unemployment and crime, which contribute to the stigmatisation of the area and also “marks” the young people who attend school there. The impact of stigmatisation and socio-economic inequality on pupils has been well-researched. However, the experiences of religious minorities and the significance of religious identification in these contexts have been insufficiently analysed in Swedish research. This study, therefore, aims to contribute in-depth knowledge about how religious identification interacts with socioeconomic factors and area stigmatisation in relation to Muslim students’ experiences of school. The neighbourhood also holds significance, as young Muslims in Sweden grow up in multicultural and multi-religious contexts that often differ from the places where they or their parents were born. The heterogeneity and diversity of the Muslim population mean that religious affiliation takes on new meanings, requiring young people to navigate and negotiate between different identifications and normative systems. New and overlapping imagined communities are formed and serve as alternatives to the majoritised culture. This study employs theoretical concepts such as orientation, recognition, and misrecognition to understand students’ experiences. School secularities are used as a complementary concept to interpret students’ experiences across different educational contexts. In the analysis, intersectionality has been used for theoretical sensitivity to demonstrate that students’ experiences of vulnerability manifest in various ways based on intertwined power structures where class, gender, racialisation, and religion intersect. The thesis employs a qualitative and abductive approach, inspired by the ethnographic tradition, with fieldwork during four semesters, collecting material including 33 semi-structured interviews and 50 days of observation. The analysis shows that students experience invisibilisation due to their minoritized religious identification, where their religious needs are not met. Simultaneously, students feel hypervisible in a white and secular school environment, receiving unwanted attention and being questioned about their religious practices. Furthermore, the analysis reveals that Muslim students’ experiences of misrecognition and disrespect impact interactions with teachers, social relationships, and educational strategies. The latter includes applying to schools in multicultural neighbourhoods where students feel they receive recognition from teachers and peers for their religious identification and as learners.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_knklermirjam_2019,
title = {A Secular Age Beyond the West: Religion, Law and the State in Asia, the Middle East and North Africa},
author = {Künkler, Mirjam and Madeley, John T. S and Shankar, Shylashri},
year = {2019},
language = {eng},
publisher = {Cambridge University Press},
abstract = {This book traces religion and secularity in eleven countries not shaped by Western Christianity (Japan, China, Indonesia, India, Pakistan, Iran, Russia, Turkey, Israel, Egypt, and Morocco), and how they parallel or diverge from Charles Taylor’s grand narrative of the North Atlantic world, A Secular Age (2007). In all eleven cases, the state - enhanced by post-colonial and post-imperial legacies - highly determines religious experience, by variably regulating religious belief, practice, property, education, and/or law. Taylor’s core condition of secularity - namely, legal permissibility and social acceptance of open religious unbelief (Secularity III) - is largely absent in these societies. The areas affected by state regulation, however, differ greatly. In India, Israel and most Muslim countries, questions of religious law are central to state regulation. But it is religious education and organization in China and church property and public practice in Russia that bear the brunt. This book explains these differences using the concept of ’differential burdening’.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jarlertanders_2013,
title = {Politische Inszenierung und Instrumentalisierung von Reformationsjubiläen im 20. Jahrhundert in Schweden},
author = {Jarlert, Anders},
year = {2013},
journal = {Kirchliche Zeitgeschichte},
volume = {2},
number = {26},
pages = {262--271},
language = {deu},
publisher = {: Vandenhoeck and Ruprecht GmbH and Co. KG},
abstract = {As far back as the Early Modern period, Swedish Reformation centenaries were exploited politically. Instead of Martin Luther, the liberation from Denmark (1521) and the Declaration of the Swedish Reformation (1593) were celebrated. From 1817 and 1830, Reformation centenaries were celebrated in a more continental form, but the Confessio Augustana-Celebration was combined with the clebration of Sweden's 'apostle' St.Ansgar. Because many of Luther's writings were not translated into Swedish until the 19th century, this became the century of reading Luther in Sweden. The Reformation centenary 1917 was celebrated throughout Sweden but simultaneously, a new Bible translation was introduced that departed significantly from the traidtions of the Luther Bible. Tow years later, Luther's Small Catechism was abandoned as the foundation of Religious Education in schools. The construction of a Swedish 'Special Path' for the interpretation of the Reformation continued into the 1920s and onwards. The most important commemoration of the Reformation was celebrated in German Lützen, where a Gustav-Adolf-Chapel had been consecrated on November 6th, 1907. On November 6, 1942, in the heart of the Second World War, Archbishop Erling Eidem preached in the chapel, saying that the celebration should not be autonomous or arrogant, as if the people of Swedish, Nordic, or Germanic origin were superior to any other people or race in the world. Two days later, Dr. Eidem introduced the new Swedish rector in Berlin with a sermon on Romans 1:16 ('...to the Jew first, and also to the Greek.'). In Sweden, the celebrations were used to demonstrate the Swedish consensus on the Christian and the Swedish way (1941), which was understood in Swedish Reformation history as a middle course, 'to be interpreted' as the middle coruse between National Socialism and Communism (1943). Thus, Swedish Church history was exploited for both ecumenical and political purposes. it was not democracy, but religious and cultural unity that was being emphasized. A result of the 1993 Swedish Reformation Centenary was that the Church of Sweden portrayed itself as being on a particular ecumenical 'Special Path', as being Lutheran without Luther. In contrast to the Finnish Evangelical Lutheran Church, which has been able to combine ecumencial openness with conefessional lutheranism, the Church of Sweden has emphasized its uniqueness in such a way that could risk ecclesiastical isolation on an international level. Although lacking the old national rhetoric, the emphasis on the Swedish 'Special Path' has achieved the same result as the old antional glorification within both the peace initiatives as well as in ecumenical work. As an interpretation of the German Reformation, this pathway is highly questionable.},
issn = {0932-9951}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_holmefurniklas_2016,
title = {Den osynliga religionen: Analys av policy för svensk utvecklingspolitik 2010–2014},
author = {Holmefur, Niklas},
year = {2016},
language = {swe},
publisher = {Teologiska institutionen, Uppsala universitet},
keywords = {swedish development cooperation; religion; secular; policy analysis; civil society; economic growth; sexual and reproductive health and rights; missionsvetenskap; studies of missions},
abstract = {Sweden boasts a rich history of cooperating with civil organisations in advancing international development cooperation with high rates of support from its citizens. Religious institutions are an active component of this government-civil society cooperation. In fact, the early beginnings of Sweden’s development work were closely intertwined with Christian mission enterprises, especially in the areas of education and health ministries. This background circumstance has led to an increasing unease about the interface between the secular exercise of public authority and religious groups’ vested interests. This dissertation aims to explore Swedish development cooperation policies for the presence of religion and for the evaluation of religion’s impact. It is theoretically placed within the sociological shift that emphasizes the visibility of religion, rather than secularising of religion. The dissertation analyses nine government development cooperation policies plus additional documents that further explore policy issues. While using quantitative and qualitative content analysis, the study searches for explicit references to: 1) religious agency, 2) religious identity, 3) religious rights as part of human rights, and 4) religious ideas. The results indicate that religion, in the four analysed categories, tends to be poorly represented, non-existent or anonymous under the generic term ‘civil society’. Evaluation of religion’s impact varies according to policy area, with the overall conclusion that Swedish development cooperation has an ambivalent relationship with religion. The dissertation further analyses the specific policy areas of civil society, economic growth, and sexual and reproductive health and rights. It finds higher sensitivity to religious components in parts. It compares results with those of other studies that have focused on religion in the selected areas. The dissertation concludes that Swedish development cooperation needs to develop a higher sensitivity to the religious aspects of development work. This will mean that the ‘secular’ and the ‘religious’ in development cooperation need further clarification from the theoretical premise of the new visibility of religion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2012,
title = {’Don’t deal with symptoms, cure the disease’, the doctor said: How, during the 20th century, the Church of Sweden has worked with internal quality assurance instead of renewal of its membership.},
author = {Straarup, Jørgen},
year = {2012},
journal = {Church work and management in change},
pages = {258--272},
language = {eng},
publisher = {Tampere, FI : Church Research Institute},
keywords = {church; management; sociology of religion; religionssociologi},
abstract = {For half a century, the Church of Sweden has experienced decline of participation in church activities. The level of participation in church activities decreases. Church statistics show that.At the same time, religious education has been dismantled in the public schools. The church’s education following infant baptism has disappeared, and the education offer before adolescent confirmation competes in a tough market with other teenager interests.A recent survey carried out in local setting shows that the level of knowledge and interest in religious matters and life values is low. The parishioners lack a language for talking about religion, and their knowledge about basic religious concepts are next to nil.These facts are related. Church management has led the church towards its grave. It has turned the blind eye to receding school responsibility for teaching the basics of Christianity. It has not established a faith school directed by the church itself and aimed at its young members. Instead church management has reformed its basic books and diversified its services, i. e. reforms which are meaningful only to a shrinking minority of the population, the faithful members.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_6,
title = {Vetenskap, livsåskådning och utbildning},
year = {2025},
language = {swe},
publisher = {Centrum för mångvetenskaplig forskning om religion och samhälle},
abstract = {At the Centre for Multidisciplinary Research on Religion and Society (CRS), multidisciplinary research is conducted. This means that researchers from different academic disciplines collaborate by addressing a common area of inquiry, based on the understanding that the issue is so complex and multifaceted that it needs to be studied from several perspectives. The shared research focus at CRS concerns religious and social processes of change in Sweden, Europe, and globally. At CRS, researchers are organized into six different thematic areas. The research within the theme of “Science, Worldview, and Education” studies how people’s worldviews, or views of life (the Swedish term is “livsåskådningar”), are influenced by changes in science, technology, and religion, as well as the didactic challenges these topics pose for religious education at various levels of the education system. With this anthology, a group of researchers working in this field aims to provide the broader public insight into the issues we explore and to share the research findings produced through our multidisciplinary collaboration.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2025_1,
title = {Kampen om folkhemskristendomen: Kristendomsundervisningens roll i den demokratiska skolans framväxt, 1920–1969},
author = {Hellström, Emma},
year = {2025},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {christian education; democratization; secularization; folkhemskristendom; welfare state; 20th century; sweden.; utbildningssociologi; sociology of education},
abstract = {This thesis investigates the role of Christian education in the emergence of democratic schools in Sweden from 1920 to 1969. Following the introduction of the curriculum of 1919, the previous one-sided focus on Evangelical-Lutheran Christianity was weakened in favor of a broader Christian message based on the Bible, particularly the ethical teachings found in the Sermon on the Mount. For a long time, previous educational research has taken these changes as evidence that Swedish primary schools became secularized and that Christianity lost its relevance in fostering desirable citizens. In contrast to previous research, I argue that Christian education, though redefined, continued to be a significant national, cultural, and ethical pillar within education throughout the 20th century. The aim of the thesis is to expand and deepen our understanding of the role of Christian education in primary schools from 1920 to 1969. Inspired by a Gramscian concept of hegemony, the thesis explains how competing ideas of the purpose and content of Christian education could coexist, and how their legitimacy shifted over time. Drawing on parliamentary debates, teachers’ magazines, records from the State Textbook Board, minutes from Synod meetings, minutes from Free Church meetings, national curricula, local syllabi, and textbooks, the analysis charts the transformation of Christian education through three chronological phases. The analysis shows a transition from an ecclesiastical Christianity to a national Christianity of the people’s home (folkhemskristendom). This form of Christianity resolved previous elements of conflict and positioned itself between Lutheran confession and secularity, giving Christian education a more immanent and ethical focus. This folkhemskristendom was constantly negotiated during the period of investigation. The outcome was not necessarily increased secularization; rather it involved adaptation, which allowed Christian education to remain relevant by aligning with the changing social, political, and cultural landscape. Hence, it is inaccurate to assert that there was a clear break between a religious society and the secular welfare state in the 20th century. Instead, I show how the folkhemskristendom served as a bridge between these two extremes. In doing so, this thesis contributes to the ongoing discussion on the revitalization of religion in modern societies, and highlights the adaptability of religious ideas even in increasingly secular societies. }
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2003,
title = {Identitet och pluralism: En forskningsöversikt med särskild hänsyn till religionsvetenskapliga aspekter},
author = {Roth, Hans Ingvar},
year = {2003},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {identity; pluralism; identitetsforskning; pluralismforskning; forskarskola; religion/theology},
abstract = {his research report, written by Dr. Hans Ingvar Roth, M.Litt. (Oxon), Th.D. (Lund), is an attempt to give an overview of the growing academic research field »Identity and Pluralism», with specific emphasis on historical, contemporary and potential contributions of Theology and Religious Studies. The report argues that Theology and Religious Studies could make valuable contributions in this area. This becomes obvious, e.g. with reference to the current debate on multiculturalism.This volume also includes a brief introduction to the research education in Identity and Pluralism at the Department of Religion and Culture, Linköping University, written by Dr. Kjell O. Lejon, Associate Professor and Director of Research at the department.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2010_3,
title = {Att hålla fast vid sanningen: tro, kunskap och vetande i undervisning i religionskunskap},
author = {Franck, Olof},
year = {2010},
journal = {Emma Hall & Bodil Liljefors Persson (red): Religionsdidaktik - i teori och praktik. Årsbok för Föreningen Lärare i Religionskunskap},
pages = {43--62},
language = {swe}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_dumbeyunus_2013,
title = {Islamic Revivalism in Contemporary Ghana},
author = {Dumbe, Yunus},
year = {2013},
language = {eng},
publisher = {Södertörns högskola},
abstract = {In the study of Muslims in post-independence Ghana the growth and proliferation of new Islamic movements, as a by-product of Kwame Nkrumah’s foreign policy, is an issue worthy of academic attention. This foreign policy, inclined towards engaging with Africa and Muslim countries (Saudi Arabia, Iran and Libya, among others) attracted movements such as Salafism, Shi´ism and the Third Universal Theory of al-Qadhafi’s Green Book into the Ghanaian religious sphere, where the Tijaniyya already played an important role. While these new movements drew inspiration from external points of orientation, their proliferation depended on the local context. The activists of the Fayda Tijaniyya and the Salafis were successful with their agenda and approach primarily due to the competing scholarly interpretations they offered and their modernised approach to propagation. Though Shi´i revivalism in recent times has combined traditional and secular education, its influence in the broader Ghanaian religious sphere is yet to be tested. The Green Book offered a particular political dimension to the Islamic revival, and some Ghanaians were influenced by its ideas on political participation.Dr Yunus Dumbe is a lecturer at the Department of Religious Studies in the Islamic University College, Accra. He specialises on Islam in Africa, particularly Ghana and South Africa. Between 2011 and 2013, he was a guest scholar at the Department for the Study of Religions at Södertörn University, Stockholm, Sweden.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_schihalejevolga_2014_1,
title = {Secular youth in Estonia and they sacred world},
author = {Schihalejev, Olga},
year = {2014},
journal = {HOLY CRAP -INTERSECTIONS OF THE POPULAR AND THE SACRED IN YOUTH CULTURES 28–29 August 2014, Helsinki, Finland},
pages = {15},
language = {eng},
keywords = {youth; diversity; religion; secularisation; östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {Estonia has been one of the most secularised countries in Europe according to several researches. Young people affiliate themselves with organised religion even less than older cohorts. My paper looks behind the curtains of secularised mentality. What do young people in Estonia believe? Paper draws on the different researches, such as European Values Study, EUU 2010 (On Life, Faith and Religious Life) and the research project „Religion in Education – A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries“ (REDCo) Funded by the European Commission within the framework of the FP6.The results reveal multi-layered and non-linear relation between young people’s affiliation and their beliefs. How far the views of non-affiliated could be classified as ‘secular’ or young people with Christian affiliation share Christian beliefs? What are the contextual factors what may contribute to such beliefs? The question of how research can take into consideration seemingly hectic and inconsistent religious views will be explored.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2024,
title = {"Min bäste vän är Jesus": Om barns möjligheter att uttrycka en kristen identitet i grundskolan},
author = {Vikdahl, Linda},
year = {2024},
journal = {Allt har sin tid},
pages = {67--85},
language = {swe},
publisher = {Skellefteå : Artos & Norma bokförlag},
keywords = {folkkyrka; sekularitet; religion; identitet; skola; historical studies; historiska studier},
abstract = {What is it Like to be a Christian as a Student in Elementary School?Is it more difficult for elementary school children to express a Christian identity today than it was in the 70s and 80s, now that the Church of Sweden, as the majority church, has become more marginalised? Or has it become easier, as more religions have become visible in the school environment? The present chapter is based on the study ‘It is never talked about’: A study of religious and cultural diversity in elementary school, in which the author interviewed pupils, teachers, and principals about the place of religion in elementary school. The analysis shows both circumstances that might make it harder – and circumstances that might make it easier. One aggravating circumstance is the risk that non-confessional religious education alienates religious students from their own religious traditions. If the school pays attention to Christian holidays, but without their confessional content, then this risks doing the same. Based on the theory of embarrassment, it may be seen as a simplifying circumstance that the church is more marginalised now than in the 70s and 80s. Breaking a norm may bring feelings of embarrassment. Also, being a Christian, in the sense of believing in the teachings of the traditional church, can be experienced as normbreaking – but not to the extent that the person is excluded from the group of post-Christian secular Swedes, i.e., those who identify with the old culturebearing Christianity though not with its teachings. More radical religious deviations, however, are perceived as less relatable, if relatable at all, because the difference is already great from the start. When the majority church becomes increasingly marginalised, fewer and fewer will identify with the old culturebearing Christianity, and so identifying as a Christian in the future might imply that you are placed in “a completely different compartment”. Thus, the deviation becomes greater, and the embarrassment disappears. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_simonsgreg_2005,
title = {The Russian Orthodox Church and its Role in Cultural Production},
author = {Simons, Greg},
year = {2005},
language = {eng},
publisher = {Almqvist & Wiksell International, Stockholm},
keywords = {russian orthodox church; religion/theology},
abstract = {The Russian Orthodox Church is one of the centres of cultural production, which includes the armed forces, the education system and the mass media. These institutions help individuals form their indentity and find their place in society by instilling deep rooted norms and values into them. Primarily focusing on the role of the Church during the Putin era, this work examines the how politicised religion is practiced.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlsonmarie_2012,
title = {Transnational mobility of higher education within Asia – Strategies and educational conditions among young people related to gender, ethnicity and class},
author = {Carlson, Marie and Lindberg, Monica and Jacobsson, Bengt and Kull, Ann and Stenberg, Leif},
year = {2012},
journal = {GEA – Gender and Education Association Conference April 11-13, Göteborg. Theme: Gender and Democracy: Gender Research in times of change},
language = {eng},
keywords = {education; gender; asia; transnational mobility; life stories},
abstract = {Transnational mobility in higher education within Asia – Strategies and educational conditions among young people related to gender, ethnicity and class. This workshop mainly invites to a methodological discussion within an ongoing interdisciplinary project focusing on inter-Asian education mobility – a theme that so far has been given little attention even though access to education has long been the reason for migration and mobility. Many Asian youths travel abroad and study in their neighbouring countries - however, the interest has most often been on the increased numbers of young people from Asian countries who obtain higher education in Western countries. By taking a perspective that situates individuals at the centre this study investigates young people’s strategies, experiences and visions in different Asian contexts. Particular interest is paid to power hierarchies based on class, ethnicity, gender, and religion. Theoretical the project employs the concept of social transnational fields and draws inspiration from cultural, migration, global, and gender studies, as well as postcolonial theory. Six researchers are involved in the project and carry out fieldwork among students who study in India, Indonesia, Malaysia, Middle East, Thailand and Turkey and the students come from neighbouring Asian countries. The research group collaborates in the development of theory and methodology. Disciplines represented in the study are Islamic studies, sociology, anthropology and history. The students’/the subjects’ experiences are in the centre of the research and through the use of life stories as its research methodology, the research group approaches transnational mobility in a unique way. Furthermore a so-called soft comparison is used, contrasting the material in order to generate mutual interpretative advantages. The academic importance of the project lies in its theoretical and methodological approach, but also in the empirical data it generates. The overall aim of the project is dealing with the transnational space and values that govern the various study options and strategies – how students regard the “homeland” and “host” country – the importance of gender, ethnicity and how students are affected by mobility as part of the their own social, political and religious context. At the workshop all six researchers in the project will present some preliminary results based on recent field data and discuss what kind of themes and intersecting aspects we are trying to involve when approaching the students in using life stories. Likewise discuss possibilities/difficulties in conducting a multi-sited interdisciplinary study. In addition to the researchers in the project we hope for at least 10-20 persons to participate in the discussion.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2018_1,
title = {Teaching secular worldviews in a post-secular age},
author = {Carlsson, David and Thalén, Peder},
year = {2018},
language = {eng},
keywords = {innovative learning; innovativt lärande},
abstract = {The paper discusses how secular world views should be included in RE. Knowledge of secular world views can be understood in different ways. The paper distinguishes between two types of knowledge of secular world-views. The first type reflects the self-understanding of modernity while the second one represents a more critical stance influenced by post-modern thinking. It is argued that only the latter type is suitable for RE in public schools if the aim is to conduct an inclusive, non-confessional education.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_cejvanolivia_2025,
title = {Gnoseologies: Arts and Crafts Divine},
author = {Cejvan, Olivia},
year = {2025},
language = {eng},
abstract = { In this Gnoseologies conversation, Olivia Cejvan and Giovanna Parmigiani explore spiritual expertise as something made rather than claimed, crafted through repetition, imitation, correction, and the slow education of attention inside initiatory settings. Drawing on Cejvan’s ethnographic research on learning ritual magic and her ongoing work on Swedish Wicca, they will reflect on how knowledge moves through bodies, objects, atmospheres, stories and secrecy: how wor(l)ds are learned as technique, tools become teachers, and “doing it right” is felt before it can be fully explained.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_dziaczkowskamagdalena_2023,
title = {The Memory of Meanings: The Images of Jewish-Catholic Relations in Interwar Lublin in Oral Histories},
author = {Dziaczkowska, Magdalena},
year = {2023},
language = {eng},
publisher = {Lund University},
abstract = {This work explores narratives of Jewish-Catholic relations in interwar Lublin, as recalled by its Jewish and Catholic inhabitants by the end of their lives. Thus, it concerns both memory and intergroup relations and seeks to understand the attitudes towards the religious Other. The main body of sources for this qualitative study is a collection of oral histories from the Grodzka Gate – NN Theatre Centre in Lublin, which were analyzed thematically focusing on the memory of everyday interactions between Jews and Catholics. Particular attention is paid to the link between memory and identity. The analysis of the narratives draws extensively from theories regarding intergroup contact (Gordon Allport’s intergroup contact theory later developed by i.a. Linda R. Tropp and Thomas Pettigrew), the relation between personal agency versus social structures (Margaret Archer’s morphogenetic sequence), as well as the theory of communication based on context (Dorota Kuncewicz et al.). The latter, combined with an adaptationof Erwin Panoffsky’s iconology, provides an insight into the meaning of the stories – how the religious Other is perceived, why it could be so, and what consequences it has on intergroup relations decades after the recalled events took place. The findings are grouped into two analytical parts of the dissertation: one dedicated to identity, and another concentrating on relations, which are described on three levels – spatial, interpersonal and interreligious. On the one hand, the study indicates sensitive points in intergroup relations such as the role of social class and gender relations, which can be used to strengthen existing intergroup separation. On the other hand, it points to instances of overcoming separation and segregation through affective ties, especially of friendship, common socio-economic background, education and personal values. It points to (inter)religious literacy fortifying prejudice. The main finding, however, is the fundamental difference in perceiving the same past by the minority andthe majority group, which has dire consequences for the relationship between these two groups until today. The study suggests the need for further research on how this memory gap can be addressed to find constructive ways of producing inclusive collective memory in both groups, recognizing the experience of the Other.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2019_2,
title = {Caring ability’s within peer groups in Swedish compulsory schools},
author = {Norgren-Hansson, Mimmi},
year = {2019},
language = {eng},
keywords = {caring; compulsory school; gender; genusvetenskap; sociology of religion; religionssociologi},
abstract = {In compulsory schools in Sweden there is an ongoing debate on the basic values in the Swedish curriculum, often in reference to violations of current standards in forms of bullying, harassment, discrimination and offensive treatment (Nyström 2011: 11). It would also be interesting to notice the stories and expressions of care and friendship in peer to peer relations. Increased knowledge regarding caring within peer groups, can generate new strategies for the education of basic values stated in the Swedish curriculum.According to the Swedish education act (2010: 800), teachers are assigned to convey not only knowledge but also values. The curriculum stresses the ability to “act responsibly towards themselves and others” (Lgr11). The care perspective is further highlighted in phrasing the aim "can empathise with and understand the situation other people are in and also develops the will to act with their best interests at heart" (Lgr11). The ability to empathize with others is regarded as fundamental from a care ethical perspective as it is the basis for later action (Noddings, 1984: 16).I will display my preliminary results from an interview study whit pupils from Swedish compulsory school focusing on experience of caring in peer to peer relations. From this results I will reason about the possibility of using care ethics as an analytic tool in the work with the basic values in the Swedish curriculum and further the need for a discussion about moral education, highlighting the importance of masculine and feminine coded ethical perspectives in school. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_halldorfjoel_2024,
title = {Pentecostal Public Theology in Sweden: From Prophetic Rejection to Political Reform and the Embrace of Catholic Social Teaching},
author = {Halldorf, Joel},
year = {2024},
journal = {Pentecostal Public Theology},
pages = {27--44},
language = {eng},
publisher = {New York : Palgrave Macmillan},
keywords = {pentecostalism; politics; evangelicalism; lewi pethrus; christian democrats},
abstract = {This chapter investigates Pentecostal public theology in Sweden by charting the development of its leader Lewi Pethrus (1884–1974), and the party he founded: the Christian Democrats. In the 1910, Pethrus rejected conventional politics and was focused on forming counter-cultural congregations which embodied a different way of living. He was engaged in a prophetic critique of society, to use Amos Yong’s terminology. Later, political reform was accepted as a missionary means aimed at getting rid of obstacles such as alcohol which hindered people from reaching salvation. Eventually this developed into an advocacy for a state-sponsored cultural Christianity: a soft Constantinianism where true faith is voluntary but Christendom as a cultural identity is supported by the state. This included demands on limiting the entertainment industry and access to alcohol, promoting religious education in school, safeguarding the Sunday peace, and supporting the Swedish Lutheran Church. After the Second World War, rapid secularization propelled Pethrus into diligent work to influence politics. In 1945 he started the newspaper Dagenand in 1964 the Christian Democratic party. Early on, the party mirrored Pethrus agenda, but it had its breakthrough in the election of 1991 after adopting central aspects of the Catholic Social Teaching.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundmarkmikael_2005,
title = {Andlig omvårdnad: definition av begreppet och svårigheter med att ge sådan enligt svensk vårdpersonal},
author = {Lundmark, Mikael},
year = {2005},
journal = {Vård i Norden},
volume = {4},
number = {25},
pages = {30--36},
language = {swe},
keywords = {religion/theology},
abstract = {The study aims at investigating how nursing staff on a Swedish oncology clinic describes the concept spiritual care and finding out which difficulties they see in providing spiritual care. A definition of the concept is constructed from the result of an earlier study by Strang, Strang & Ternestedt (2002). This definition, together with a questionnaire comprising the operationalization of the aims was handed out to nursing staff at a Swedish oncology clinic. Data was obtained from 46 staff members and analyzed with content analyze. The result shows a broad spectrum of problems associated with giving spiritual care, for example the nursing staff’s own relationship to religion, lack of education, bad organisation or other practical problems. The definition is complemented by the result of this study giving a more precise definition: Spiritual care means making possible/facilitating for the patient, with help of suitable nursing interventions, to express and discuss existential questions and to practise his/her spirituality (which may be done through the practising of a specific religion but also through activities which do not need to be of religious nature). Such suitable nursing interventions are characterized by an ambition to create space for spirituality and/or an atmosphere of humanity and security. },
issn = {0107-4083}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nordeborgmartin_2011,
title = {”Kan Gud tala japanska- översättning av kristna begrepp i den första japanska läseboken”},
author = {Nordeborg, Martin},
year = {2011},
journal = {Chaos},
number = {52},
pages = {7--20},
language = {swe},
keywords = {religion; översättning; japan; utbildning.},
abstract = {Monotheism, believing in one supreme God, was one of the greatest stumbling blocks when American missionaries in the late 19th century struggled with the translation of the Bible into Japanese. In a country, where religion was characterized by pragmatism, syncretism and a myriad of gods believing in an all-mighty God was not obvious. Japan had, with some exceptions, been secluded from the outside world for over two hundred years and was opened, assisted by American gunboats, in 1853. At the same time as the first steps were taken in translating the Christian belief into Japanese, the newly established Ministry of Education chose an American, highly Christian-tainted, primer as a model for the first Japanese primary school reader, Shôgaku tokuhon(1873). The aim of this article is to clarify the nature and significance of the discrepancies between the American original and the Japanese translation. The construction of the “good child” in the first Japanese primary school reader highlights the general adaption of culture in the early Meiji period. The Christian moral of Willson Reader was “Japanized” by adding a high dosis of Confucianism, as well as the use of text strategies and illustrations. Furthermore, the two versions of the hitherto largely neglected schoolbook points at the wavering education policies moving from Shinto ideology to a more Confucian or secular standpoint.},
issn = {1901-9106}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljasstlhandskemaria_2009,
title = {Existential challenge in a secularized culture: abortion as a case},
author = {Liljas Stålhandske, Maria and Tydén, Tanja and Ekstrand, Maria},
year = {2009},
language = {eng},
keywords = {abortion; life event; existential needs; meaning-making; secularization; medicine},
abstract = {Outside the frames of both traditional religion and alternative therapies people in a secularized culture are still hit by life and death. Induced abortion can be one of these situations. How do Swedish women cope with abortion as a life event? This paper presents material from an on-going crossdisciplinary multicentre abortion study (here called MAS – Multicentre Abortion Study), involving both medical and humanistic departments at Uppsala University, and 13 hospitals in Sweden. The aim of MAS is to investigate men’s and women’s clinical as well as personal experiences in relation to abortion. MAS combines quantitative and qualitative methods, and theoretical perspectives from the psychology of religion as well as from the caring sciences and medicine. The purpose of the study is not to question the Swedish abortion legislation. This paper is based on one of the studies included in MAS. This study consists of qualitative interviews with twenty women who previously had had abortions. The aim was to explore experiences and acts that are significant for aborting women. The women were primarily recruited when visiting a student health centre in Uppsala. The study was designed on basis of the idea that it might be possible to detect movements relevant for religious studies by focusing on situations where people are more or less forced into the existential domain. These situations can bring forth examples of personal forms of meaning-making, significant for a time distinguished by religious privatization. In other words, the research presented here does not look at specificly religious activities, but a situation that existentially challenges the individual, in order to see how she handles this, where she seeks support, how she interprets the situation and expresses her sense of meaning. In Sweden, a pregnant woman is free to decide for abortion until the 19th week of gestation. However, over 90% of the abortions in Sweden are performed before gestation week 12. Induced abortions are widely accepted in the country and about every fourth pregnancy in Sweden is ended through abortion. Current Swedish abortion research shows that the abortion decision often comprises strong and conflicting emotions. For many women it means going through a period where feelings of pride, desperation, relief and grief succeed each other. At the same time abortion is not included among those life events that people share through religious and social ritual. The existential consequences of this situation for women’s wellbeing have not yet been systematically studied. The research presented here is a first attempt to fill this gap. Our preliminary findings suggest that abortion is experienced in a wide variety of ways. All women in the interview group, except one, are satisfied with the liberal Swedish abortion legislation, and several also express gratitude, when they compare the Swedish situation with more conservative countries. Many women also find the process easy to go through, and are most of all relieved when the unwanted pregnancy is ended. Others, however, find that the abortion initiates an existential journey. They describe processes that include thoughts and feelings around life and death, meaning, responsibility and guilt – combined with relief and gratitude. The stories from these women also underline the lack of possibilities for Swedish women to deal with the existential aspects of the abortion situation in a balanced way, let alone mark or end the abortion process through some form of symbolic act or ritualization. At a more general level, the results also highlight the growing need for existential awareness and education within the clinical milieu.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_roseniusmarie_2019,
title = {Från folkbildning till fortbildning: synen på lärande och kyrka i Luleå stifts herdabrev},
author = {Rosenius, Marie and Girmalm, Thomas},
year = {2019},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
pages = {17--32},
language = {swe},
publisher = {Lund : Svensk Teologisk Tidskrift (SKT)},
keywords = {kyrkovetenskap; church studies},
abstract = {The article deals with the following questions: Which perspectives on learning are communicated directly or indirectly in the pastoral letters (Sw. herdabrev) of the Diocese of Luleå and which ecclesiologies can be found in these perspectives on learning? The aim is to offer an ecclesiological perspective on Jørgen Straarup's and Mayvor Ekberg's thesis that a de-confessionalization of the Swedish school has led to the loss of religious language among the Swedish people, and that this could have been avoided if the Church of Sweden had countered with the establishment of its own catechetical teaching, which, however, did not happen because of "inadequate leadership" in the Church of Sweden during the twentieth century. The article analyses all six pastoral letters during the period 1904–2002. The analysis has discerned three ecclesiological stages over time, which can be seen as frameworks for how the bishops are capable of standing out as leaders and enabling learning. The conclusions are that the pastoral letters indicate a change in perspectives on learning that can be perceived as a movement from "folk education" (Sw. folkbildning) to "in-service training" (Sw. fortbildning) and that this movement relates to an extensive change in the church's organisational structure in connection with an ecclesiology that tends to isolate Christianity within the church organisation. This means that it is rather the ecclesiological changes than an "inadequate leadership" as an isolated phenomenon, which in this context should be brought to the fore. This is because ecclesiological shifts entail changes in the bishops' ability to serve as leaders for learning.},
issn = {0039-6761}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_westerlundkatarina_2021,
title = {Internationell pentekostalism i Storstockholm: Tre församlingar i ett förändrat religiöst landskap},
author = {Westerlund, Katarina and Aronson, Torbjörn and Mahieddin, Emir},
year = {2021},
language = {swe},
publisher = {Centrum för forskning om religion och samhälle (CRS)},
keywords = {religion; pentekostalism; religiös förändring},
abstract = {The number of international pentecostal churches in the Greater Stockholm area has grown significantly since the beginning of 2000. This first report from the multi-disciplinary research project Pentecostal Migrants in secular Sweden: Influences and Challenges, gives a snapshot of a religious landscape in flux. The aim of this report is, firstly, to map the number and types of international pentecostal congregations in the Greater Stockholm area. Secondly, it aims at describing and giving new perspectives on the activity and lives of the members of three international pentecostal churches. The report discusses the problems of framing the phenomena and of categorizing the churches and members in focus. International pentecostalism refers to faith communities and local churches the majority of whose members are born outside Sweden, use a language other than Swedish, and are connected to some historic branch of Pentecostal Christianity. Furthermore, international refers to a connection to an international church, church assembly, or an international network. Three Pentecostal churches and municipalities in the Greater Stockholm area are described in more detail in the report: Igelsia Nueva Creatión and Sollentuna municipality, City Church International and Greater Stockholm, and the Arabic church and Sundbyberg municipality. The three churches studied have their own particular features, history, and business. However, one can conclude that the churches´ activities and the lives of their members are multifaced and fluid. There are services, everyday activities and groups for different ages and purposes, internaland external aid activities, and Internet, TV, and music recording. The church members have their origins in many different countries, have different occupational backgrounds, education, and social status. Furthermore, they have moved between countries, and between occupations, educations, and churches within Stockholm and Sweden. Most of the international pentecostal churches in the Greater Stockholm area came to be after the year 2000. There are both independent churches and churches connected to Swedish pentecostal churches. The municipalities in the Greater Stockholm area show different patterns and frequencies of international pentecostal churches. The number is larger in the Southern part, than in the inner parts of Stockholm and Western parts. The population in the different municipalities in the area is complex and cannot explain the erratic localization of the churches. The communication network in the area is important for the location of churches, together with available community centers, languages and cultural communities, and individual initiatives. In sum, the start-up of international Pentecostal churches contributes substantially to changing the religious landscape in the capital area in Sweden, and the scaping of a new cosmopolitan landscape in the Greater Stockholm area. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bexelloloph_2007,
title = {Att finna hela kyrkans skatt: något om den svenska högkyrlighetens inspirationskällor},
author = {Bexell, Oloph},
year = {2007},
journal = {Gotländskt och kyrkligt},
pages = {160--192},
language = {swe},
publisher = {Skellefteå : Artos},
keywords = {church history; kyrkohistoria},
abstract = {When often is said, that the Swedish High Church movement above all is inspired from the Anglican Oxford movement in the Church of England in the first decade of the 1900s, this study accentuates and elucidates that a prerequisite of this, is the Swedish contacts with the so called new-lutheranism in Bavaria in the late 1800s. It is proved how Swedish theologians at that time was in contact and visited e.g. Wilhelm Loehe and the faculty of theology at the University of Erlangen. The Swedish Service book 1894 and the liturgcial education of the clergy at that time was inspired of this. When a number of Swedish High Church pionieers visited England in the early 1900s this is a condition for their positive impressions and symphaty. They did not principially found "anglicanism", but a common liturgical and pastoral heritage, "the treasure of the worldwide Catholic Church", a share of their own inheritance . The mission of their lives inside the lutheran Church of Sweden was to make this clear.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_jarlanncathrin_2000,
title = {Women and economic justice: Ethics in feminist liberation theology and feminist economics},
author = {Jarl, Ann-Cathrin},
year = {2000},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {religion; basic human needs; critical theory; economic justice; equality; feminist economics; feminist ethics; feminist hermeneutics; feminist theology; feminist theory; gender; justice; liberation; liberation theology; oppression; poverty; right relations; women's rights; religion/theology},
abstract = {This work focus on women, justice and economics. The work of feminist economists and feminist ethicists is analyzed with regard to economic justice.The present situation for poor women in the world is that they have no or few possibilities to provide for their own basic needs through, waged work, access to and control of arable land or opportunities to obtain an education. They are denied equal rights and opportunities. This problem is viewed from the point of market economy. What does neoclassical economic theory and market economic practice contribute to the ethical dilemma of the lack of respect of right to life? This thesis argues that right to life is a universally recognized right supported by international law, feminist ethics and feminist economics. But the basic human needs required to uphold this right is not accessible to 1.5 billion people in the world today and 70% of those are women. The basic human need concept is used as a criterion for where economic theory and practice enter into a justice discourse. The demand is made, that in order for economics to justify a place within a justice discourse, all peoples who are willing and able, should have the option to provide for their basic needs; clean water, food, housing, elemen- tary education, elementary health-care and sanitation in a sustainable manner. Provision of basic needs is not seen through channels of redistribution but in connection to economic theory and practice.This thesis contains an analysis of feminist economics as it is developed with regards to ethics by Bina Agarwal, Nancy Folbre, Julie A. Nelson and Gita Sen. Feminist economists focus on women's autonomy, construction of gender and of economics. They criticize issues pertaining to equality, flawed objectivity, view of human nature and women's rights in economic theory.The treatment of justice by two feminist ethicists, Beverly Wildung Harrison and Karen Lebacqz is clarified. Feminist liberation theology ethics focus on how situations of injustice affect women and insists that attention is given to the actual situation of the poor. For justice to improve oppression must cease and right relations be invoked. Justice is pictured as a process that entails a number of criteria that are applied in a feminist hermeneutics of justice for a bottom line of justice in economics.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lifmarkdavid_2010,
title = {Emotioner och värdegrundsarbete: Om lärare, fostran och elever i en mångkulturell skola},
author = {Lifmark, David},
year = {2010},
language = {swe},
publisher = {Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen},
keywords = {emotioner; värdegrundsarbete; sårbarhet; martha nussbaum; religiositet; sexuell läggning; utbildning och lärande},
abstract = {This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2006_2,
title = {Bengt Olof Kälde: Kyrkokonstnär och heraldiker},
year = {2006},
language = {swe},
publisher = {Hallgren & Fallgren, uppsala},
keywords = {kyrkokonst; heraldik; church studies; kyrkovetenskap; art},
abstract = {Bengt Olof Kälde (b. 1936) is one of the great Swedish sacred and heraldic artists in the 1900s. This book is a presentation and a theological analysis of the works of Kälde. He has been active internationally as well and is among the most outstanding and productive heraldic artists in Scandinavia. He trained as an iconographer at the Chevetogne Benedictine monastery in Belgium, in Athens and at Athos. After education at the Academy of Fine Arts in Munich and in Vienna he has created mosaics and stained glass. He is by monumental works of art represented i in churches in Sweden, Austria, Germany, Italy, New Zealand and USA.1989 Kälde was appointed by H M The King Carl XVI Gustaf of Sweden as Herald Painter to the Swedish Royal Orders and he has painted several stall-plates for Knights and Members oft the Swedish Royal Order of the Seraphim. They now are exhibited at the Royal Palace and the Riddarholm Church in Stockholm. Kälde has also siginicifantly contributed to the revitalization of the heraldy in the Church of Sweden: the Church itself, its dioceses and the bishops.Kälde has allowed heraldic and sacred art mutually to influence each other. The mosaics have their "blazon" as well, and beforehand written description of the theological interpretation of the art work as well as a specified delcaration of historical and topgraphical data. In his sacred art Kälde strives to present the shared faith of the Christian Church, visually realizing the Word of God.Summaries in English.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bexelloloph_2006,
title = {Kyrkokonstnär och heraldiker.},
author = {Bexell, Oloph},
year = {2006},
journal = {Bengt Olof Kälde - kyrkokonstnär och heraldiker},
pages = {13--88},
language = {swe},
publisher = {: Hallgren & Fallgren, Uppsala},
keywords = {kyrkokonst; ikonografi; heraldik; glasmåleri; liturgik; church studies; kyrkovetenskap},
abstract = {Bengt Olof Kälde (b. 1936) is one of the great Swedish sacred and heraldic artists in the 1900s. This study is a presentation and a theological analysis of the works of Kälde. He has been active internationally as well and is among the most outstanding and productive heraldic artists in Scandinavia. He trained as an iconographer at the Chevetogne Benedictine monastery in Belgium, in Athens and at Athos. After education at the Academy of Fine Arts in Munich and in Vienna he has created mosaics and stained glass. He is by monumental works of art represented i in churches in Sweden, Austria, Germany, Italy, New Zealand and USA.1989 Kälde was appointed by H M The King Carl XVI Gustaf of Sweden as Herald Painter to the Swedish Royal Orders and he has painted several stall-plates for Knights and Members oft the Swedish Royal Order of the Seraphim. They now are exhibited at the Royal Palace and the Riddarholm Church in Stockholm. Kälde has also siginicifantly contributed to the revitalization of the heraldy in the Church of Sweden: the Church itself, its dioceses and the bishops.Kälde has allowed heraldic and sacred art mutually to influence each other. The mosaics have their "blazon" as well, and beforehand written description of the theological interpretation of the art work as well as a specified delcaration of historical and topgraphical data. In his sacred art Kälde stirves to present the shred faith of the Christian Church, visulally realizing the Word of God.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_grdejohan_2008,
title = {Faith Based Organizations and Secular Organizations as Social Provisions Providers in a Developing Context: The Case of Lebanon},
author = {Gärde, Johan},
year = {2008},
language = {eng},
keywords = {lebanon; civil society; welfare; social service provision; islam; sociology of religion; religionssociologi},
abstract = {It has been argued that community institutions, cultural norms, social capital and the local context aresome of the main determinants of supply and demand of social service provision and health andeducation related outcomes (Filmer 2003). The purpose of this research project is to examine CivilSociety Organisations in general and in particular Faith Based Organizations when it comes to socialservice provision in a development context (Sida 2004a) and more precisely, their configurations,options, expectations, limitations and eventually growing roles. The main question is: In what way doesthe provision of social services by Faith Based and Secular Organizations affect the outcome of such services in the contextof development? The focus is on basic social service provisions that are directly related to humandevelopment and poverty (cf. Prop 2002/03:122, World Bank 2004, Sida 2004b). As an empirical casestudy, Lebanon, amid its complex configurations of different confessional Faith Based Organizationsand secular social service providers, will be the focal point for this research. The regulating, financingand providing of social services in the MENA-region are mainly a traditional public responsibility.However, Faith Based Organizations as well as secular social organizations play a major role in theinteraction between clients, providers and policymakers (World Development Report 2004).In order to examine the possible correlation between social service provision and its outcomes, weneed to develop and understand the local context and the main determinants in Lebanon, based intheory and capable of being validated by empirical data. For this purpose, we will use three models: Thefirst one is Filmer’s model of social service provision and the determinants of health and educationoutcomes. The outcomes can be described in terms of level of child mortality, child nutrition, schoolcompletion, learning and/or achievements (Filmer 2003, Arab Human Development Reports 2002,2003, 2004, 2005). The second model is taken from Mansuri & Rao and their framework oncommunity-based and community-driven development. They argue that governments, the public,private sectors as well as citizens, through civil society, use a variety of community based-methodswhich are the essential ingredients of human development, such as education, health, water, sanitation,and electricity. (Mansuri & Rao 2003). The third model is “the Associationist Model” which develops aframework for the funding, regulation and implementing of social services from different socialproviders (Hogget & Thompson 1998.We believe that one important factor which could influence the decision whether a citizen would selectone form of social provision before another is the general or particularized trust expressed towards theproducer of these services. (Rothstein 2002, Uslaner 2000, Cross 2005. From Svedberg & Trägårdh2007). That is also the case in Lebanon where, for instance, NGOs and the private sector isdominating the health and education sectors as alternatives to an absent and what many consider acorrupt public sector (Lebanese Centre for Policy Studies 1999). Civil Society is replacing the state inthese sectors at the same time as the political role of religion is on the rise in Lebanon. Data will bepresented from the last World Values Survey, conducted in Lebanon during 2008.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_leisannette_2004,
title = {Den kyrkliga diakonins roll inom ramen för två välfärdssystem: En jämförande fallstudie av två diakoniinstitutioner i Sverige och Tyskland},
author = {Leis, Annette},
year = {2004},
language = {swe},
publisher = {Religionssociologi},
keywords = {sociology of religion; welfare and religion; swedish welfare state; german social state; diaconal institutions; third sector; voluntary sector; church of sweden; evangelical church in germany (ekd); church diaconia; health care; hospitals; diaconal profile; principle of subsidiarity; religionssociologi},
abstract = {By conducting a case study of two diaconal institutions, Samariterhemmet in Uppsala/Sweden and the Evangelisches Diakoniewerk Schwäbisch Hall e.V. in Germany, the thesis compares the roles of church diaconal work within the Swedish and the German welfare system. These two systems are characterised by the different roles given to independent welfare organisations. The overarching research question is if and in which way the two diaconal institutions are effected by current changes within the field of welfare and how these changes challenge them to redefine their roles. The material analysed contains written documents, interviews with selected representatives and the results of participant observation in both institutions.As changes in the roles of independent welfare organisations were expected the results are unexpected. The two diaconal institutions show considerable persistence. Neither the orientation of their fields of work nor their own definitions of their roles within the welfare system have changed during the 1990s. In addition, the study reveals that both institutions regard themselves as a critical voice within the welfare system although their welfare engagement differs considerably. The German institution is a huge welfare provider while the Swedish institution conducts targeted initiatives. The analysis of four decisions within hospital work reveals that security of planning and freedom of action motivate the institutions to undertake responsibility for social services. The study points especially to the fields of education and research helping the institutions to maintain and to develop the diaconal profile.Altogether the results underline the need for more research on the meso-level of the third sector. This would contribute to a more nuanced discussion on the future role of independent welfare organisations within the Swedish and the German welfare system.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_liedgrendobronravoffpernilla_2007,
title = {Att bli, att vara och att ha varit - om ingångar i och utgångar ur Jehovas vittnen i Sverige},
author = {Liedgren Dobronravoff, Pernilla},
year = {2007},
language = {swe},
publisher = {Lund universitet, Socialhögskolan},
keywords = {jehovas vittnen; inklusion/exklusion; utgångsprocesser; ingångsprocesser; hälsa och välfärd; health and welfare; sociology of religion},
abstract = {SummaryTo become, to be and to have been: about the Jehovah’s WitnessesThe Watchtower Bible and Tract Society, in the following text referred to as the Jehovah’s Witnesses or “the organisation”, is a worldwide Christian organisation with about 6.7 million members. The organisation has many times, without any success so far, proclaimed Armageddon when they expect Jehovah to return to Earth. They interpret the Bible in their own, often very literal way, and require their members to live according to these interpretations. Among the consequences of this, members are forbidden to vote, to do military service or to receive blood transfusions. Apart from attending the three weekly meetings, members are expected to be active in missionary work, known as “publishing”. If a member fails to do a certain number of hours’ publishing, he or she risks being deprived of active membership statusSweden in general is considered to be a society where the population is not very religious. The formerly state-governed Lutheran church has lost its influence and the vast majority of ordinary Swedes do not visit church on other occasions than weddings, funerals or christenings. Expressing one’s own religious values has become somewhat of a private matter where publicity is seldom appreciated, which is contrary to the practice of the Jehovah’s Witnesses. This is one of the reasons why the Jehovah’s Witnesses are commonly perceived by average Swedes as a “suspicious” religious organisation.The aim and methods of the studyThis dissertation seeks to describe and investigate the entering and leaving of a highly structured and hierarchical religious community, exemplified in this case by the Jehovah’s Witnesses. What are the thoughts and aspirations of someone who is considering becoming a Jehovah’s Witness? What are the priorities and what experiences seem important when a person is going through such a process? And when this person has finally reached his or her goal of becoming a member, is it the same motivation that makes him or her stay in the organisation for longer periods of time, possibly for the rest of their lives, or does it change during the process of entering, or does this motivation change its character during the transition from entering to being a regular member?Why do some of the members change their attitude to the Jehovah’s Witnesses from rejoicing to bitterness? And how does this process of exit manifest itself? In what way is it different from the process of entry?The respondents in this study were chosen from both active members of the Jehovah’s Witnesses in Sweden and those who have left the organisation for personal reasons. Repeated interviews with ten active members of the organisation have been conducted in the course of the study and compared to equal numbers of former members. The interviews have been semi-structured to deal with questions of how a person has come into contact with the organisation; how they retrospectively experienced the process of entry; the reasons for becoming a member. Questions have also been asked about life in the organisation. The group of “exiters” have also been asked about the experience of leaving, why they wanted to leave, and how this process was started and carried out.In addition to this I have analysed a four-year diary describing the time inside and the process of leaving the organisation. This has given me an extra psychological insight into the inner experience of someone who has gone through the whole process.The analysis has been done by categorising the content of the transcribed interviews. An attempt to outline a model of an entry and exit process has been made, based on ideas and interpretations presented in the interviews. The analysis of the diary has involved thorough reading, resulting in a division of it into four different parts, where each part has been given a certain key-word, signifying the author’s emotional state when writing it. A great deal of the information about the Jehovah’s Witnesses has been collected through discussion boards on the Internet, informal talks with members and ex-members, interviews with representatives of the organisations during visits to its different offices (Bethels), such as St. Petersburg, Russia, and Brooklyn, New York, USA.The contextEach organisation evolves in its own context with its own norms, roles and stories that would not survive outside it. With this as a starting point, there is a chapter dedicated to the description of the organisation’s history, structure and activities. It has been stated that the organisation’s treatment of its critical members and the strategies for recruiting new members have evolved over the years of its history. At the beginning there was an openness allowing members to be critical. As the structure of the organisation has become more rigid and formalised, the treatment of internal critics has become much less tolerated and exclusion has become a frequent option.As a rule many new members have been attracted to the organisation when (1) the day of Armageddon has been pronounced to be approaching; (2) the members of the organisation have been persecuted or threatened with persecution; and (3) the organisation has discovered a “new market”.The processes for entering and exitingHow the entering processes manifest themselves depends on whether the person has been brought up in the organisation or not. A person converting as an adult has to pass six phases before being considered a Jehovah’s Witness by the organisation. These are: Contact with the Jehovah’s Witnesses,Studying the bible with members of the organisation,Questioning,Accepting,Being active as publisher (spreading the belief),Being baptised. For a person brought up in the organisation, the process to full membership is much shorter: Upbringing in the organisation,Taking a stand on the belief,Being baptised.The exit process contains of seven phases: Different levels of doubts,Testing of doubts,Turning points,Different kinds of decisions,Different steps in executing the decisions,Floating, a period of emotional and cognitive consideration of membership and its experiences,Realtive neutrality. The process in and the process out are both slow and are accompanied with anguish and doubts. When a person is going through the process in or out of the organisation he or she experiences criticism. This is when people around the adept question the decision to continue in the process. The result of the criticism depends on where in the process the person is. If he or she is at the beginning of the process, the criticism will probably make the person insecure and the process will slow down or stop. If the criticism is pronounced in a later phase, the process will probably speed up.The norms of the organisation affect the behaviour of the members. There are techniques for inclusion that both bind members to the organisation and shield them off from the surrounding society. Examples of techniques for inclusion are the “work situation” and “closed doors”. The work situation signifies that members who do as the organisation recommends – doing simple work – often end up in the same branch of industry as many other Jehovah’s Witnesses. This often means that the person has other witnesses as workmates. If the person is unemployed or moves to another town it is easy to find a new job through connections in the organisation.Doubts and exclusions can lead to problems since they entail a risk of losing one’s job. This can also result in problems getting a new job. Jehovah’s Witnesses are not supposed to talk to excluded members, which of course mean difficulties working together. “Closed doors” means that members who do as the organisation recommends – not pursuing higher education, not engaging in civil society, working with a manual or in other way simple job, putting much time into the organisation – will, after a long life in the organisation, have problems starting a new life outside the Jehovah’s Witnesses.The language used in the organisation shows the community among the members, thus the language is one of the most important symbols. A special way of thinking is created through the language. It binds members to the organisation and sometimes it can work as a way to get back into the normative world of the organisation.Randall Collins’s (1990, 2004) thoughts about “emotional energy” have enabled an understanding of the solidarity and unity in the organisation. This also gives an understanding of the way the members treat doubting and critical members. The members who want to exit have to open up the binding/screening off. A possible way to do that is through language, to become aware of the effect the language might have. Another way is to search for emotional energy in another situation.During the exit process, shame might be of some importance. When members become aware of the shame they feel, because they perceive they are “acting a belief”, the exit process might accelerate.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_toloarne_1998,
title = {Sidama and Ethiopian: The emergence of the Mekane Yesus Church in Sidama},
author = {Tolo, Arne},
year = {1998},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {religion; ethiopia; sidama; amhara; culture; colonialism; modernisation; missionary movement; evangelical movement; revival; persecution; church growth; religion/theology; missionsvetenskap},
abstract = {The present work belongs to local African church history and international mission history.The author shows why and how the Sidama people in south Ethiopia became part of theevangelical movement. During the last hundred years this group has experienced a lot ofchanges, incorporated in the greater Ethiopia, being influenced by the internationalmissionary movement, occupied by an European power and becoming a part of themodernising movement.As a result of all the changes and impulses the people faced, the Sidama to a great extendturned away from their traditional worldview and practices including their religion andaccepted the Christian Evangelical faith.The origin and the development that led to the foundation of the Ethiopian EvangelicalChurch Mekane Yesus in Sidama are described, as part of the local church history. Theauthor wants to underline how political, social and cultural presuppositions paved the wayfor the church. On the other hand the Christian message through the evangelical movement had an impact on the political, social and cultural development in Sidamaland. Obviously the Sidamas used the missionary movement as a vehicle for progress.On the basis of literature, archive studies and field research the author describes how theSidama people, in spite of strong opposition from the Ethiopian Orthodox Church and locallandlords, welcomed and shaped an Ethiopian evangelism including education as well ashealth programmes.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_willandererika_2024,
title = {Community-building or an arena for hate and discrimination? Muslims and social media in Sweden},
author = {Willander, Erika and Larsson, Göran},
year = {2024},
language = {eng},
abstract = {This paper explores the dynamic interplay between media consumption, identity, and discrimination within the Swedish Muslim community. Given Sweden's high levels of social media engagement and diverse media landscape, the study addresses the dual nature of media as both a community-building tool and a potential arena for hate and discrimination.The research uses a unique survey focused on Muslim media consumption, with the aim of uncovering how individuals use different media sources and how this correlates with the risk of experiencing hate and discrimination. The methodology includes a descriptive presentation of the survey results, controlling for demographic factors such as age, gender, and education.In order to provide a holistic analysis, the article briefly outlines the historical and contemporary situation of Islam and Muslims in Sweden. This contextual overview is essential for understanding the challenges facing the Muslim community and the potential impact of the media on these challenges.The study seeks to highlight the dual role of the media for Muslims in Sweden - facilitating community cohesion and identity formation, while also acting as a platform for hate speech and discrimination. By examining these dynamics, the research contributes to discussions on the complex relationship between media, identity, and discrimination among Muslims in Sweden. The combination of survey analysis and historical context adds valuable perspectives to ongoing discussions about the role of the media in shaping inclusive societies and promoting harmonious coexistence.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ziebertzhansgeorg_2017,
title = {The influence of the socio-cultural environment and personality on attitudes towards Human Rights},
author = {Ziebertz, Hans-Georg and Unser, Alexander and Döhnert, Susanne and Sjöborg, Anders},
year = {2017},
journal = {Religion, Education and Human Rights},
pages = {139--164},
language = {eng},
publisher = {: Springer},
keywords = {human rights; attitudes; youth; comparative; religion; values; sociology of religion; religionssociologi}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_mrtenssonmrten_2009,
title = {Doktoranden och forskningsmiljön: En empirisk livsåskådningsstudie},
author = {Mårtensson, Mårten},
year = {2009},
language = {swe},
publisher = {Acta Universitatis Upsaliensis},
keywords = {views of life; habitus; milieu of views of life; postgraduate studies as secondary socialization; genealogy; conformity of values; reminiscences of christian ideas; the doxa of scientific capital; faith and reason; tros- och livsåskådningsvetenskap; studies in faiths and ideologies},
abstract = {This thesis presents an empirical study of the meeting between a group of doctoral students and their research milieus, understood as a web of values in the social rooms. The purpose is to explore what these research milieus mean for the doctoral students and their questions about views of life. The theoretical points of departure are on one hand the Uppsala Studies in Faith and Ideologies and on the other the concept of habitus in the study Homo Academicus of Pierre Bourdieu, including the idea that the postgraduate studies can be seen as a secondary socialization. The study consists of three parts: an observation study, a questionnaire study and a field survey consisting of personal interviews. The results are in short:1. Approximately seven of ten doctoral students reflect on questions about views of life every day or every week.2. The milieus of views of life, as interwoven parts of the research milieus, have influence on how the doctoral students think about questions of life. The empirical material shows that there is “a now” and “a then” to these questions. There often appears to be a difference between the cluster of life values in the research milieu and the much more soft values of the students that initiates this process.3. The value process mentioned above that is an important part of the secondary socialization often ends in conformity with those values that are parts of the present paradigm. However the process can also end in such a value conflict that the students (ca 25%) often or very often have reflected on discontinuing their postgraduate studies. The students’ soft values seem to be more important than the values they meet in the research milieu.4. These value questions, including the research ethics and the postulates of the paradigms, have little or no place in the university education. A part of the participants are of the opinion that questions about views of life are taboo in their research milieu. The results from the empirical study are then confronted first with the theoretical concepts of Pierre Bourdieu, particularly his overly structuralistic view of agents and their habitus, and then with some central moments in the theoretical concept of Anders Jeffner, the prominent figure in Uppsala studies in faiths and ideologies. It is Jeffner’s individualistic view of the autonomous actor with a relative constancy in views of life that is called into question by the empirical results of this study.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2013_2,
title = {Att undervisa i religionskunskap: en ämnesdidaktisk introduktion},
year = {2013},
language = {swe},
publisher = {Liber},
keywords = {subject learning and teaching; ämnesdidaktik}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_banghanne_1990,
title = {Religious identity over two generations: Roman Catholic immigrant and convert families in Sweden},
author = {Bang, Hanne},
year = {1990},
language = {eng},
publisher = {Institute of International Education, Stockholm University},
keywords = {katoliker; religionspsykologi; religionssociologi; religiösa minoriteter; sverige}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2004_1,
title = {Confessional religious education in an unconfessional school system},
author = {Berglund, Jenny},
year = {2004},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2015_3,
title = {Förändring i samtiden?: Elevers livsåskådningsbeskrivningar och religionskunskap},
author = {Carlsson, David},
year = {2015},
journal = {Det postsekulära klassrummet},
pages = {55--70},
language = {swe},
publisher = {Gävle : Högskolan i Gävle}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fornbergtord_2001,
title = {Study as Worship: A Program of Religious Education},
author = {Fornberg, Tord},
year = {2001},
journal = {Theology & Life},
number = {24},
pages = {85--91},
language = {eng},
issn = {0253-3812}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallemma_2025_1,
title = {Identitet i skolans religionsundervisning},
author = {Hall, Emma},
year = {2025},
journal = {Undervisa i religionskunskap},
pages = {79--92},
language = {swe},
publisher = {Lund : Gleerups Utbildning AB}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_irisdotteraldenmyrsara_2016,
title = {Att undervisa om rätt och orätt: etiska begrepp som utgångspunkt för undervisning i religionskunskap},
author = {Irisdotter Aldenmyr, Sara},
year = {2016},
journal = {Religions, livsåskådningar och etik},
pages = {235--246},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {utbildning och lärande; education and learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2013_1,
title = {Livsfrågornas betydelse för religionsundervisning},
author = {Löfstedt, Malin},
year = {2013},
journal = {Livet enligt människan},
pages = {381--402},
language = {swe},
publisher = {Nora : Bokförlaget Nya Doxa}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2010_1,
title = {Religionsfilosofi, religionskunskap och kursplaner},
author = {Osbeck, Christina},
year = {2010},
journal = {Religion och livsfrågor},
volume = {1},
pages = {3--3},
language = {swe},
keywords = {subject didactics; religious studies and theology},
issn = {0347-2159}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_1982,
title = {Religionsundervisning för hela människan: analys av samspelet samhälle, människosyn, innehåll och metoder i religionsundervisningen i Sverige},
author = {Selander, Sven-Åke},
year = {1982},
language = {swe},
publisher = {Lärarhögskolan Malmö}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2019,
title = {Religionskunskapsklassrummet - ett "safe space"?},
author = {Vikdahl, Linda},
year = {2019},
journal = {Religion & livsfrågor},
volume = {3},
pages = {12--13},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2015_1,
title = {Diversities in School and Education- and what role does/can religious education play in "changing times"?: Lived Religion - religion embedded in the body and materiality},
author = {von Brömssen, Kerstin and Skeie, Geir},
year = {2015},
language = {eng},
keywords = {religious studies and theology},
abstract = {Symposium session at NoFa5 Helsinki University, 27-29/5, 2015Diversities in School and Education- and what role does/can religious education play in "changing times"?Religious education forms part of the curriculum in state-maintained schools of most European countries, although regulations and educational practice differ. In some nation states, the relation between state-maintained schools and private/independent schools influences the status of religious education, while in others religion and religious education have no place at all, or are subsumed in subjects which have ostensibly no connection to religion. There are thus different ‘layers’ in the way religious education is organized in different national contexts, with each approach shaped by its specific composition. This also applies to religious education in the Nordic countries, which construct religious education in surprisingly different ways.Given this background, we welcome in this panel papers that relate and discuss the fundamental and central educational/subject matter didactical questions: For whom is religious education aimed, and what is the subjects’ overall purpose and central perspectives in todays’ Nordic societies? Also, research in relation to curriculum changes and/or subject matter didactics in religious education on all levels in education are welcomed.Organizers:Kerstin von Brömssen Geir SkeieKarlstad University Stockholm UniversityFaculty of Arts and Social Sciences Centre for Teaching and Learning in theKarlstad University HumanitiesSE 106 91 StockholmKerstin.von.bromssen@kau.se geir.skeie@cehum.su.se+46(0)54 7001302 (work) +46(0)08 12076686 (work)+46(0)707 367036 (cell-phone) Abstract NOFA 5Abstract Kerstin von BrömssenLived religion - religion embedded in the body and materialityIn the commentary to the Swedish syllabus for Religious Education (2011) it is argued that lived religion is highlighted to a greater extent than previously. One of the basic questions in education relates to which subject content teachers and students together choose to study. What is the meaning and interpretation then of the concept of lived religion that should be made visible in the curriculum? Is the description in the commentary a relevant description? And if so, what is the difference between lived religion and other perspectives in the study of religion? In this paper I will discuss two researchers in the field of religious studies (sociology) who claim the relevance of studying lived religion, namely Meredith McGuire (2008) and Nancy T. Ammerman (2007). What then does the concept of lived religion imply for these two researchers and how does their work relate to the interpretation of the concept in the Swedish commentary? In "changing times" in education, is the concept of lived religion part of a change in Religious Education?Keywords: subject content, lived religion, "the long revolution", body, materiality.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_olaussonjarhalljessica_2001,
title = {A Look at Changes in Primary Religious Education in Malawi from a Swedish Perspective},
author = {Olausson Jarhall, Jessica},
year = {2001},
language = {eng},
publisher = {Linköping University Electronic Press},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {When Jessica Olausson visited Malawi in 1996 within the newly created link between the departments of theology and religious studies at the University of Malawi and at Linköpings universitet, she almost by chance got the opportunity to study the ideas behind and the implementation of the Malawian curriculum project on Religious Education in primary education. She got interested in this project, and so did we who shared her material and her thoughts, when she came back to Sweden. And as we continued to reflect, we got troubled about those images of ourselves and our Religious Education which we discerned when we used this project as a mirror.In this book Jessica Olausson describes and analyses the thoughts behind the new Malawian syllabus in Religious Education and the way textbooks and teachers' guides deal with what in Religious Education is thought of as the three religions of Malawi. She also compares what is taught about Malawian Traditional Religion in Religious Education with what is taught about Malawian culture in Social Studies, and she asks how to deal with distinctively Malawian Muslim practices and efforts towards inculturation in Malawian Christian churches within this educational approach.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_drakosgeorg_1993,
title = {Spöket på färgfabriken: Om video i forskning och undervisning},
author = {Drakos, Georg and Becker, Karin},
year = {1993},
journal = {Nord Nytt},
number = {57},
pages = {57},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010_4,
title = {"Men det var ju Gud som skapade" - elevers tal om religion i det mångkulturella rummet},
author = {von Brömssen, Kerstin},
year = {2010},
journal = {Ekman, Peter & Ekh, David (Red.), (2010) Den blomstertid nu kommer. Fördjupande texter.},
language = {swe},
publisher = {Sundbyberg : Sveriges kristna råd}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_buchardtmette_2022,
title = {“Outer space” as Cold War spirituality: Students’ drawings and texts on “life questions” in 1980s welfare-state Sweden},
author = {Buchardt, Mette and Kärnebro, Katarina and Osbeck, Christina},
year = {2022},
journal = {IJHE Bildungsgeschichte},
volume = {2},
number = {12},
pages = {138--156},
language = {eng},
publisher = {: Verlag Julius Klinkhardt},
keywords = {existential questions; religious education; education development and research project; economy of emotions; space spiritualism},
abstract = {Since the post-WWII space race, images of “outer space” circulated globally. Produced in late 1980s welfare-state Sweden, “beings from other planets” and artifacts related to “outer space” pops up from an archived data material consisting of 2nd to 3rd grade students’ drawings and written text. The material was created in an education development project aiming at generating knowledge about “children’s life questions” and making them part of curriculum. Drawing on history of emotions methodologies, the article explores which role “outer space” occupies in the images and narratives and what this can tell us about the transformations of the religious and spiritual and the emotional economy of late Cold War welfare-state childhoods.},
issn = {2192-4295}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2022_2,
title = {Objektivitet och konfessionell undervisning - dagens syn på konfessionell undervisning i ljuset av det tidiga 1900-talets debatt om kristendomsundervisningen},
author = {Hellström, Emma},
year = {2022},
journal = {Vägval i skolans historia: Tidskrift från Föreningen för svensk undervisningshistoria},
volume = {1},
pages = {1},
language = {swe},
keywords = {konfessionell undervisning},
abstract = {Att skolans religionsundervisning ska vara objektiv och icke-konfessionell för att svara upp mot religionsfriheten ses idag – oftast – som något självklart. Så har det emellertid inte alltid varit. Vid 1900-talets början när skolans religionsundervisning diskuterades intensivt i såväl lärarorganisationer som i politiska och kyrkliga sammanhang ansåg flertalet aktörer att religionsundervisningen utan problem kunde vara konfessionell och ändå svara upp mot de ökade kraven på objektivitet och religionsfrihet. Genom att lyfta fram hur begreppen konfessionalitet, objektivitet och religionsfrihet diskuterades under 1900-talets första decennier syftar denna artikel till att visa på hur förståelsen av dessa begrepp sammanfaller med och skiljer sig åt från hur vi idag förstår dessa begrepp.},
issn = {1652-0610}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_4,
title = {Att undervisa gymnasieungdomar om religion och vetenskap},
author = {Franck, Olof},
year = {2012},
journal = {Att undervisa om religion och vetenskap i gymnasieskolan: Filosofiska och pedagogiska perspektiv med hänsyn till den nya ämnesplanen i religionskunskap! 31/1 2012. Teologiska institutionen, Uppsala universitet.},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_6,
title = {Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.},
author = {Franck, Olof and Lindskog, Annika},
year = {2013},
journal = {The 14th Annual AEA-Europe Conference Association for Educational Assessment - Europé Sorbonne, Paris 7 - 9 November 2013},
language = {eng},
abstract = {In the autumn of 2011 a new curriculum for compulsory school, that is grades 1 – 9, was introduced in Sweden. The syllabuses of all subjects were given a uniform structure where two parts in particular have become objects for discussion. 1. The core content of the syllabus presents the content which obligatorily must be highlighted during the course in question. The teacher is free to decide in which order the various parts of this content are going to be treated and how comprehensive the treatment of these parts is going to be. There is however a requirement that the education lays a foundation for a fair and substantial application of the prescribed knowledge requirements that constitute the criteria for the different marks. 2. These knowledge requirements are structured around a new marking scale where the best mark is A, the lowest approved mark is E (“pass”) while the weakest is F (“fail”). This scale has been designed in order to correspond to the core contents of the different school subjects. For more than 40 years, the subject of Religious Education (“religionskunskap”) has been a mandatory, non-confessional subject in the Swedish compulsory schools. According to the 2011 syllabus for compulsory school, the teaching in Religious Education “should essentially give pupils the opportunities to develop their ability to: • analyse Christianity, other religions and other outlooks on life, as well as different interpretations and use of these, • analyse how religions affect and are affected by conditions and events in society, • reflect over life issues and their own and other’s identity, • reason and discuss moral issues and values based on ethical concepts and models, and • search for information about religions and other outlooks on life and evaluate the relevance and credibility of sources.” (Lgr11 p 176f) The development of the national tests in Religious Education has to be anchored in these prescriptions concerning the teaching in the subject. At the same time it is worth noting, that the themes and the questions which are to be in focus for the tests are going to mirror and express the core contents and the knowledge requirements of the courses.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgfdgustavssoncaroline_2025,
title = {Existential Configurations as a Conceptual Tool in Learning About Religion},
author = {Klintborg (f.d. Gustavsson), Caroline},
year = {2025},
journal = {Religion, Learning, Literacy. Theories and Concepts for Twenty-First Century Public Education},
pages = {329--342},
language = {eng},
publisher = {Finland : Springer Nature},
abstract = {Religious education (RE) in the Swedish school context is supposed to teach students primarily about religions, and to promote a continuous learning from religions. Following the Swedish curriculum, RE needs to be non-denominational. Previous research shows that the knowledge students receive in school contexts about religions and religious people tends to become knowledge about the ‘strange other’. Moreover, the risk has been observed that students will be unable to relate to the content of the RE they receive, regardless of whether they describe themselves as religious or not. The aim of the chapter is to present the reader with two concepts that can play a significant role in bringing a knowledge about meaning-making to the RE classroom that includes all students—a knowledge that can contribute to ‘good’ religious education and enable students to learn about religion in a relevant and significant way. These concepts are existential configurations and shared configurations. Throughout the chapter, it is argued that these concepts can make a significant contribution to the pedagogical practice of diverse forms of RE, including non-denominational RE.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sahlnpatric_2001,
title = {Dialogen som metod i religionsundervisning},
author = {Sahlén, Patric},
year = {2001},
journal = {Lyssna},
pages = {47--59},
language = {swe},
publisher = {Tumba : Mångkulturellt centrum},
keywords = {mångfald i skolan – sverige; invandrarbarn – utbildning och undervisning – sverige}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_aireyjohn_2011,
title = {Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning.},
author = {Airey, John},
year = {2011},
journal = {Dynamic content and language collaboration in higher education},
pages = {57--65},
language = {eng},
publisher = {Cape Town : Cape Peninsula University of Technology},
keywords = {humanities and religion; humaniora och religionsvetenskap; engelska – didaktisk inriktning; english education; education; physics with specialization in physics education}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_5,
title = {Cold Matters: Cultural perceptions of Snow, Ice and Cold},
year = {2009},
language = {eng},
publisher = {Umeå university and the Royal Skyttean Society},
keywords = {cold regions; literature; gender; humanities and religion; humaniora och religionsvetenskap; engelska med didaktiskt inriktning},
abstract = {Cold matters on a number of different levels. It has become a political instrument that helps to establish common ground for the cold regions of the globe. As a metaphor, it suggests an impassioned and controlled outlook on life. Physically, cold produces environments where people can freeze and starve to death. Psychologically, it may serve as the route to self-discovery, since it has the capacity to strip away everything except the most essential aspects of the self. Historically, cold has usually been surrounded by negative associations but more recently, it has become a theme to explore in words and pictures and exploit in marketing strategies. At the beginning of the twenty-first century there are signs that indicate that cold is becoming increasingly “cool.” At such a juncture, it is vital to assess the cultural meaning of snow, ice and cold since conventional ideological and metaphorical connotations of the concepts are destabilised. Cold Matters launches the monograph series linked to The Journal of Northern Studies. This interdisciplinary journal concentrates on life in the northern parts of the globe, and is published by Umeå University and Sweden’s northernmost Royal Academy, the Royal Skyttean Society.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonheidi_2009,
title = {Revisioning the Value of Cold},
author = {Hansson, Heidi and Norberg, Cathrine},
year = {2009},
journal = {Cold Matters},
pages = {7--22},
language = {eng},
publisher = {Umeå : Umeå university and the Royal Skyttean Society},
keywords = {humanities and religion; humaniora och religionsvetenskap; engelska; english; english and education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_wikstrmcharlott_2019,
title = {Risk and Promises in the Debate of Secular Religious Education in Sweden: Emilia Fogelklou – an Educational Traditionalist or Visionary?},
author = {Wikström, Charlott},
year = {2019},
language = {eng},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_wikstrmcharlott_2019_1,
title = {Spaces of Criticism between science and religious education in 20th-century Sweden: Emilia Fogelklou – an educational traditionalist or visionary?},
author = {Wikström, Charlott},
year = {2019},
language = {eng},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_2,
title = {The same conflicts but different framing: The Middle Eastern conflicts in Religious Education and Civics},
author = {Flensner, Karin K},
year = {2019},
language = {eng},
keywords = {educational science},
abstract = {The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic and islamophobic discourses. The overall aim in this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Civics. Are there differences in content and ways of talking in Religious Education compared to Civics and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Civics at six Swedish upper secondary schools. Interviews with 8 teachers and 15 focus group interviews with 51 pupils have been conducted. The preliminary analyses indicate that migration, terrorism, antisemitism, islamophobia and swedishness were major themes raised in relation to the conflicts in both subjects. Experiences of pupils largely affected the classroom discourse. However, there were differences between how the conflicts were framed and discussed, but also the role of religion as an explanatory factor. In Civics, the conflict perspective was central but remained unproblematised. In the Religious Education, the conflict perspective was largely absent.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_arvidssonbengt_1998,
title = {Relief A+B, lärobok i religion},
author = {arvidsson, bengt and Hermansson Adler, Magnus},
year = {1998},
language = {swe},
publisher = {Gleerups förlag},
keywords = {education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_3,
title = {Global conflicts with local consequences in the classroom practice: The Middle Eastern conflicts in Religious Education and Civics},
author = {Flensner, Karin K},
year = {2019},
language = {eng},
keywords = {educational science},
abstract = {The Middle Eastern conflicts have become global conflicts through the actors of the conflicts operating and recruiting worldwide, through the use of social media, but not least through international migration. Religion is often presented as an explanatory factor in relation to these conflicts. In the local classroom practice students and teachers, with different personal experiences, knowledge and opinions, discuss and negotiate ways to describe the causes and consequences of these conflicts. The aim here is to analyse how the conflicts in the Middle East (widely defined) are framed, described and explained in classroom-practice in Religious Education and Civics. What different positions are articulated? What explanations are given to the conflicts? How are the consequences described? The study is based on participatory classroom-observations of Religious Education and Civics at six Swedish upper secondary schools.12 interviews with 8 teachers and 15 focus-group interviews with 51 students have been conducted during 2017-2018. The preliminary results indicates that current events such as the terror-attack in Stockholm 2017, the terror-attack at the school Kronan in Trollhättan 2015, the"migration crisis" culminating in 2015, IS' attacks in Syria and European cities, hate crimes against Jews and Muslims, and growing right-wing extremism simultaneously were local and global phenomena raised in teaching related to the conflicts in the Middle East. Terrorists or terror attacks with ideological explanations could be complemented with psychological and socio-economic explanations. However, if a perpetrator or attack primarily was described as religiously motivated, it was more provocative to complement with psychological and socio-economic explanations.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2005,
title = {Den lilla berättelsen i den stora följetongen: att undervisa och skriva om den israel-palestinska konflikten},
author = {Roos, Lena},
year = {2005},
journal = {Religionsmöten och religiös mångfald},
pages = {56--60},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {subject didactics; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2005_1,
title = {Pious and Rebellious: Jewish Women in Medieval Europe},
author = {Roos, Lena},
year = {2005},
journal = {JUDAICA - Beiträge zum Verstehen des Judentums},
number = {61},
pages = {176--177},
language = {swe},
keywords = {subject didactics; ämnesdidaktik},
issn = {0022-572X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_tilanderke_2000_1,
title = {Det går inte att förbereda kvällen innan},
author = {Tilander, Åke},
year = {2000},
journal = {Att läsa och lära på distans!},
language = {swe},
publisher = {Gävle : Högskolan i Gävle},
keywords = {distans; distansutbildning; videokonferens; distansöverbryggande teknik; livslångt lärande; technology and social change; subject didactics; ämnesdidaktik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jerkertjesper_2023,
title = {Vad är sinnelagsetik?},
author = {Jerkert, Jesper},
year = {2023},
journal = {Filosofisk Tidskrift},
volume = {4},
number = {44},
pages = {3--20},
language = {swe},
publisher = {: Bokförlaget Thales},
abstract = {Sinnelagsetik förekommer frekvent i etikundervisningen inom religionsämnet på gymnasiet, men begreppet är nästan okänt i universitetsundervisning inom etik. Här granskas varifrån termen kommer, vad den har betytt historiskt samt vad den betyder i nutida gymnasieundervisning. Slutsatsen blir att undervisningen om sinnelagsetik i gymnasiet är tvivelaktig och bör utgå.},
issn = {0348-7482}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2006_2,
title = {Islamic religious education at Muslim faith schools in Sweden;: A reaction and part a of modernity’s meta-narratives},
author = {Berglund, Jenny},
year = {2006},
language = {eng}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2021_3,
title = {Att bedöma i historieämnet: Perspektiv på historisk kunskap, bedömning och prov},
year = {2021},
language = {swe},
publisher = {Historielärarnas förening},
keywords = {historiedidaktik; historieundervisning; historieprov; bedömning; nationella prov; bedömningspraktik; bedömningsaspekter},
abstract = {Vilka utmaningar finns kring bedömning i historia? Under de senaste åren har förutsättningarna för historieundervisning förändrats som en följd av en dramatiskt förändrad bedömningspraktik. Kapitlen i denna bok diskuterar olika aspekter av bedömning i historieämnet. Sammantaget ger de en fördjupad insikt om bedömningspraktiken i det moderna historieämnet, men därutöver får läsaren indirekt bred kunskap om de villkor som gäller för historieundervisning i svensk skola under tidigt 2020-tal.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2023,
title = {Caring for the whole child in preschool education: Attentiveness and curiosity for children’s different worldviews in sustainable educational professionalism},
author = {Raivio, Magdalena and Skaremyr, Ellinor and Kuusisto, Arniika},
year = {2023},
language = {eng},
keywords = {early childhood education and care; worldviews; care ethics; social sustainability; teacher professionalism; religious studies and theology},
abstract = {This presentation focuses on the foundation for a socially sustainable preschool. Based on a literary review, we argue for the necessity of preschool teachers’ care for children’s worldviews and suggest an analytical tool for creating a socially sustainable Early childhood education and care (ECEC). Previous research emphasizes caring for the child’s worldview as vital for the child’s resilience(Eizenberg & Jabareen, 2017), contributing to learning and well-being, both in preschool and in a longer perspective. Postcolonial, feminist care ethics (hooks, 2003; Noddings, 2013; Yuval-Davis, 2011), is used to argue for the importance of teachers’ awareness of power structures that create exclusion and a need for curiosity and sensitivity toward the child’s worldview with its religious orexistential elements. Based on postcolonial- and feminist late modernity-perspectives, a thematic literary review was conducted of 55 research articles found through the database ERIC, concerning educational challenges regarding cultural diversity in ECEC. The sources used were published articles. When reciting other authors' work, a research ethics stance has been used throughout the study. An effort was made to represent social diversity in the material. An analytical tool for sustainable educational professionalism in ECEC was developed, focusing on six dimensions of care: International (policy, discourse), Societal (national policy), Community(local preschool), Situations (routines, activities), Events (joint attention), and Acts of Care (individual). We wish that the tool provides a model for preschool teachers to assess and or plan for a holistic educational approach in ECEC where caring for the whole child includes also its worldview.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonstefan_2013,
title = {Publiceringsetik},
author = {Eriksson, Stefan and Helgesson, Gert},
year = {2013},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {publiceringsetik; forskningsfusk; författarskap; peer review; open access; bioetik},
abstract = {Vetenskapliga publikationer har fått en allt mer central roll i forskarvärlden. Publikationen förmedlar och tillgängliggör forskningsresultat samtidigt som den utgör en måttstock på forskargruppens och den enskilde forskarens vetenskapliga insats. Exempelvis fördelas i allt högre utsträckning fakultetsmedel utifrån institutionernas vetenskapliga produktion och vetenskaplig kompetens bedöms ofta i termer av längden på publikationslistan. Den hårda konkurrensen om forskningsmedel och tjänster kan locka forskare att ta genvägar till ytterligare publikationer. Risken är att vetenskapen då undergrävs och att forskare blir orättvist bedömda.Den här boken belyser olika etiska aspekter av vetenskapligt publicerande. Förutom forskningsfusk tar den bland annat upp tillbakahållande av forskningsresultat, överflödig publicering, hanteringen av medförfattarskap, open access, peer review och redaktionella bedömningar, samt hur man kan försöka komma till rätta med de publiceringsetiska problem som finns.Det här är den första svenska boken på temat publiceringsetik. Den är skriven på ett sådant sätt att den ska kunna läsas av alla som är intresserade av dessa frågor. Som utbildningsmaterial lämpar den sig för kurser och undervisningsinslag i forskningsetik med inriktning på publiceringsetiska frågor, från magisternivå och uppåt.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2013_1,
title = {Teaching Religion in a Changing World: negotiating religious literacy, knowledge, sustainability and didactics in RE},
author = {Liljefors Persson, Bodil},
year = {2013},
journal = {Conference: Religion and Pluralities of Knowledge, 11–15 May 2014},
pages = {108--108},
language = {eng},
publisher = {: University of Groningen, Netherlands},
keywords = {religion didactics; academic study of religion; identity; religious literacy; knowledge; sustainability; secular society; coexistence},
abstract = {Teaching Religion in a Changing World: negotiating religious literacy, knowledge, sustainability and didactics With reference to an ongoing research project on the study programmes for RE teachers at various universities in Sweden, as well as research on current RE related doctoral research, as well as analyses of the journal and yearbook of the RE teachers in Sweden, this presentation outlines certain themes and perspectives that may be important for a future study-of-religions research on and promotion of RE also outside of Sweden. Furthermore, the question is raised as to whether a belief that RE is needed in secular education in order to encourage youths to develop an awareness of citizenship, identity and coexistence, can be combined with a study-of-religions approach to RE.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lilliestamannalena_2020,
title = {Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena},
author = {Lilliestam, Anna-Lena and Holmqvist Lidh, Carina and Osbeck, Christina},
year = {2020},
journal = {Nordidactica},
volume = {2},
number = {10},
pages = {48--72},
language = {swe},
keywords = {lågstadiet; samhällsorienterande ämnen; lärares tänkande; värden; progressivism; elever med utländsk bakgrund lower primary school; social studies; teacher thinking; values; pupils of foreign background},
abstract = {Artikeln beskriver en intervjustudie med tretton legitimerade och erfarna lågstadielärare om deras undervisning i de samhällsorienterande ämnena. Ett centralt tema är spänningen mellan dessa ämnens kognitiva ämnesinnehåll och de fostrande aspekterna och hur lärarna balanserar mellan dessa poler. Några lärare beskriver ett stort arbete med kunskapsinnehållet i geografi, historia, religionskunskap och samhällskunskap, medan andra förnekar att det finns något kunskapsinnehåll i ämnena alls, utan menar att det enbart är fostran och socialisation. De lärare som har en majoritet elever med utländsk bakgrund beskriver ett arbete med att främja "svenska" värden av jämställdhet och tolerans mellan olika grupper. Materialet undersöks också med fokus på svenska skolans selektiva traditioner. Delvis i kontrast mot styrdokumentens intentioner framträder en klassisk bildningstradition och progressivistiska idéer om vikten att utgå från elevernas erfarenhetsvärld.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lilliestamannalena_2020_1,
title = {Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena},
author = {Lilliestam, Anna-Lena and Holmqvist Lidh, Carina and Osbeck, Christina},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {48--72},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {lower primary school; social studies; teacher thinking; values; progressivism; pupils of foreign background},
abstract = {The syllabus for the social study subjects (geography, history, civics, and religious education) in Swedish Lower Primary school prescribes work both with a traditional content, (i.e. maps, the Stone age, who decides in our society, why do we celebrate Christmas) and work to get the pupils to embrace values and norms that are desirable in a democratic society. This study explores the goals thirteen Swedish Lower Primary school teachers express concerning their teaching in geography, history, civics, and religious education and how they balance between aspects of substantive knowledge and the fostering aspects of these subjects. The results are discussed in relation to selective traditions in Swedish school. The teachers express a traditional view of the subjects and there are few indications of the domain-specific abilities required in the syllabus. There are considerable differences between how the teachers value the importance of the different subjects and the different substantive contents within the subjects. This indicates that there also are differences in how they carry through their teaching. There are also differences in how the teachers balance between the substantive and fostering aspects of the subjects. Some teachers stress the importance of working with the substantive content of the subjects, while others express the view that these subjects only consist of the fostering aspects and has no substantive knowledge at all. The analysis shows strong influence from the progressivistic tradition on the teachers’ reasoning. They stress the importance of paying attention to the pupils’ prior experiences and to adjust the teaching to the educational needs of their pupils, especially concerning the work with values and norms. All the teachers want to foster the pupils to embrace democratic values and norms for living together in a classroom and in the society as a whole. In addition, the teachers working with pupils of foreign background aim at enhancing their pupils’ pride of themselves and their background, as well as their integration into Swedish society, by promoting equality between the sexes, tolerance between different religions and different ethnic groups. Doing this, they hope to counteract criminality and gangs.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_6,
title = {FLR och arbetet med revidering av kursplanen i religionskunskap},
author = {Franck, Olof},
year = {2020},
journal = {Religion och livsfrågor},
volume = {4},
pages = {15--16},
language = {swe},
issn = {0348-8918}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2006,
title = {Din tro eller min? Religionskunskap för gymnasiet kurs 1},
author = {Hornborg, Anne-Christine and Appelros, Erica and Röcklinsberg, Helena},
year = {2006},
language = {swe},
publisher = {Natur och kultur},
keywords = {religionskunskap för gymnasiet},
abstract = {Lärobok för gymnasiet i religionskunskap, grundbok}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mrdstedtlisbeth_2013,
title = {Att utveckla nationella prov i religionskunskap - erfarenheter och lärdomar},
author = {Mårdstedt, Lisbeth and Wåke, Carl},
year = {2013},
journal = {Religion & Livsfrågor},
volume = {1},
pages = {14--16},
language = {swe},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2015_1,
title = {Den religiösa texten som mål eller medel i religionskunskapsböcker},
author = {Osbeck, Christina},
year = {2015},
journal = {Skolverket: Ämnesdidaktisk forskning inom samhällsorienterande ämnen},
language = {swe}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2023_1,
title = {A place for religion and worldviews in Swedish preschool teacher education?: In search for policy-related incentives for supporting students' development of a socially sustainable professionalism},
author = {Raivio, Magdalena and Skaremyr, Ellinor and Kuusisto, Arniika},
year = {2023},
language = {eng},
publisher = {Karlstads universitet},
keywords = {preschool teacher education; policy; religion; worldviews; religious studies and theology},
abstract = {Social sustainability – including equity and non-discrimination related to religion and worldviews – is central to all higher education. Regarding preschool teacher education (PTE), the Higher Education Ordinance highlights the ability to promote social sustainability in preschool. Therefore, students need opportunities and support to develop socially sustainable professionalism. We argue that this includes the competence to provide age-appropriate worldview education and an ethic of care in preschool, including openness and sensitivity to children's expressions of existential life issues and worldviews. In Sweden, there are no previous studies investigating the content or discourse of PTEs from the perspectives of religion and worldviews. Research does show challenges related to problematic discourses on diversity and interculturality in teacher programs. Furthermore, previous findings illustrate that for students to become aware of their personal worldviews and values, PTE needs to provide them with the competence to teach accurate knowledge content regarding religion and worldviews and to create safe spaces for students’ self-reflection. Our ongoing pilot study of Swedish PTEs is based on program plans and websites of all 20 programs. The analysis focuses on the content and discursive norms, regarding religion and worldviews on a national policy level, and the methods used, are discourse analysis and content analysis. The result shows that only one program plan mentions religion and worldviews explicitly, which means a lack of policy incentive for teachers in the programs to highlight it in their teaching. However, this single example needs to be studied more closely via other materials, as are the PTEs that do not address religion or worldviews in their program plans. The pilot study, along with a theoretical and analytical tool created for this purpose, is going to serve as the starting point for a larger, in-depth national research project where this will be done.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2012,
title = {Förord},
author = {Liljefors Persson, Bodil and Tidman, Nils-Åke},
year = {2012},
journal = {Religion & populärkultur},
pages = {7--8},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap (FLR)},
keywords = {religionsdidaktik; populärkultur; apokalyptik; revoltdramer; hiphop; amerikansk-judisk kulturhistoria; tegnér; romantiken; mayakalendern; 2012; mytbildning; existentiella frågor; livsfrågor; världens undergång},
abstract = {I Förordet till Årsbok 2012 på temat Religion och populärkultur skriver författarna om att livsfrågor sedan länge varit ett centralt innehåll i religionskunskapsundervisningen i svensk skola. Men tidigare har fokus varit att väcka livsfrågorna som finns hos eleverna. I styrdokumenten från 2012 sätts livsfrågorna i ett nytt kunskapssammanhang då de kopplas till de frågor som eleverna möter i populärkultur och ungdomskultur. I årsboken skriver sju forskare om bl.a. apokalyptik och världens undergång, om populärkulturella revoltdramer, om hiphopkultur som hybrid spiritualitet och som motståndskultur, om Stålmannen som ingång till amerikansk-judisk kulturhistoria samt om Tegnérs kultursyntes där romantiken lyfts fram och slutligen ett kapitel om hur mytbildningen kring 2012 och mayakalendern kan kopplas till religionsdidaktiska överväganden om existentiella frågor och populär kultur i undervisningen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hoemjanm_2006_1,
title = {Educational attainment and ultimate fertility among Swedish women born in 1955-59},
author = {Hoem, Jan M. and Neyer, Gerda and Andersson, Gunnar},
year = {2006},
journal = {Demographic Research},
volume = {16},
number = {14},
pages = {381--404},
language = {eng},
keywords = {education; fertility; sweden},
abstract = {This is the second of two companion papers addressing the association between educational attainment and fertility for some sixty educational groups of Swedish women, defined according to field of education as well as level of education. The first paper is about childlessness and education, the present one about the mean number of children ever born. We find that ultimate fertility decreases somewhat with an increasing educational level, but its dependence on the field of education is much more impressive. In general, educational groups with relatively little childlessness also have relatively high ultimate fertility, and educational groups with much childlessness have relatively low ultimate fertility. In particular, women educated for the teaching or health-care professions have less childlessness and a higher ultimate fertility than others. Conversely, women with an education for esthetic or (non-teacher) humanist occupations have unusually high fractions childless and low ultimate fertility. Women with religious educations stand out by having very high fractions childless but quite ordinary mean ultimate fertility nevertheless; such women have very little childbearing outside of marriage. Women with research degrees have remarkably ordinary childbearing behavior; they do not forego motherhood to the extent that some theories would predict.},
issn = {1435-9871}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lindbergfalkmonica_2002,
title = {Making fields of merit: Buddhist nuns challenge gendered orders in Thailand},
author = {Lindberg Falk, Monica},
year = {2002},
language = {eng},
publisher = {Socialantropologiska institutionen, GU},
keywords = {anthropology; thailand; sex; gender; buddhism; nuns; rituals; gifts; education},
abstract = {This anthropological study addresses the interaction and interconncectedness between religion and gender relations in Thailand, analysing this through the lens of the Buddhist nuns' (mae chiis') lives, actions and role in Thai society. The mae chiis have a long hstory in Thailand. However, leaving lay lifte to become a nun in Thailand implies going against prescribed female gender norms. The recent decades' growth of nunneries governed by the nuns themselves and the reports of Tahi women's increasing interest in Buddhist monastic life are notable changes in women's behaviour in the spiritual field. This connotes a modification of the restricted male religious domain, which is related to the modernisation of the social and religious landscape. This work is concerned with Thai Buddhist nuns' agency in the processes of change in their religious vocation. The aims of the study are to examine what it means to be a female ascetic in contemporary Thailand, to explore how the mae chiis alter their religious position, and to analyse how the female ordained state fits into the wider Thai sex/gender system. These inquiries adress major themes of gender and religion in athropology and are here examined and explored mainly in a local Buddhist nunnery in Central Thailand. The goal is to illustrate how contemporary mae chiis at a nunnery are forming their religious legitimacy in relation the monks' sangha and to the laity. The arguments developed in this study are based on seventeen months of fieldwork, mostly spent at nunneries. Data were collected using mainly participant observation, ritual studies, informal conversations and interviews. As demonstrated in this study, the mae chiis are agents and creators of meanings and new orders in Thai society. They lead processes of autonomous realisation of their religious vocation. The women portrayed in this thesis are thus not passively accepting their marginalised position. They utilise their autonomy and find ways to create space outside the male hierarchy. At nunneries, the role of the mae chiis has been broadened and become more analogous to that of the monks. Moral conduct, Buddhist practice, and Buddhist knowledge are important for the nuns' religious status. Through their daily practice of giving alms, the laity demonstrates its recognition of them as religious persons. This study shows that the mae chiis have the potential to cross the gendered boundary between the lay and religious realm and be transformed into fields of merit for lay people. Impeccable conduct, religious performances and Buddhist knowledge have proved to be requirements for achieving religious legitimacy.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2023_2,
title = {Livsfrågor - om existens och mening - nu och då},
author = {Sporre, Karin and Osbeck, Christina and Kärnebro, Katarina and Lilja, Annika},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {187--197},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {children; existential questions; gert biesta; sven hartman; re didactics; livsfrågor},
abstract = {Vad funderar unga på? Krig, fred, klimat, kärlek, eller vänner? Vilka frågor är viktiga för dem? Och, hur kan deras frågor ges plats i skolan?Begreppet livsfråga introducerades 1969 genom grundskolans läroplan, Lgr 69. Det markerade ett intresse för de frågor barn och tonåringar kunde tänkas ställa och skapade en plats för frågorna i skolans nya religionskunskapsämne som lanserades i och med läroplanen från 1962.För att få en god bild av vilka frågor som var centrala att uppmärksamma och ta sin utgångspunkt i blev forskning kring barns och ungas livsfrågor efterfrågad under 1970 talet och har fortsatt att vara det. Begreppet livsfrågor har som ämnesinnehåll följt religionskunskapsämnet genom de fyra revideringar av grundskolans läroplaner som skett efter Lgr 69, i Lgr 80, Lpo 94, Lgr 11 och i Lgr 22. Frågor inför livet och tillvaron kan tydas och besvaras på skilda sätt, något som kommer till uttryck i de olika tros-och livsåskådningar som uppmärksammas i religionskunskapsämnet. Livsfrågor ges också plats i andra skolämnen och sammanhang.Bokkapitlet ger överblick över kursplaneutvecklingen, pekar på vilka frågor som är viktiga för barn och unga, exemplifierar teoretiska möjliga perspektiv och ger didaktiska impulser. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallemma_2010,
title = {Förord},
author = {Hall, Emma and Liljefors Persson, Bodil},
year = {2010},
journal = {Religionsdidaktik},
pages = {7--9},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap (FLR)},
keywords = {religionsdidaktik; teori; praktik; arkiv; friluftsdidaktik; rollspel; livsfrågor; fundamentalism; utanförskap; representation; läromedelsanalys},
abstract = {I förordet till Årsbok 2010 som ges ut av Föreningen lärare i religionskunskap presenteras kort temat för årsboken, nämligen Religionsdidaktik - i teori och praktik. I boken presenteras några verksamma lärare, lärarutbildare och forskare och deras olika kapitel som spänner ifrån arkiv och bibliotek på nätet över friluftsdidaktik i so-ämnen och rollspel i kyrkans värld till Frödings dikter som utgångspunkt för samtal i klassrummet om utanförskap, över två kapitel om livsfrågornas vara eller icke-vara samt om begreppen tro, sanning och vetande i relation till fundamentalism och slutligen till ett kapitel om läromedelsanalys kring ursprungsfolks historia och religion.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2021_1,
title = {Döden i klassrummet: Nya villkor för mötet mellan ’sekulära’ och ’religiösa’ elever},
author = {Visuri, Ingela},
year = {2021},
journal = {Den nya människan},
pages = {179--190},
language = {swe},
publisher = {Möklinta : Gidlunds förlag},
keywords = {religion; andlighet; övernaturliga föreställningar; döden; kognitionsvetenskap; religionskunskapsundervisning},
abstract = {I detta kapitel utforskas krocken mellan reflekterade tankar och oreflekterade intuitioner om vad som händer med våra sinnen när vi dör. Syftet är att belysa samtal om döden som en konstruktiv mötesplats där elever med sekulär respektive religiös identitet kan mötas i religionskunskapsundervisningen, och begreppet *sekulär litteracitet* föreslås här som ett analytiskt komplement till *religiös litteracitet.* I den första delen av kapitlet presenteras tidigare kognitionsvetenskaplig religionsforskning om människans (o)förmåga att föreställa sig sinnenas upphörande efter döden. I den andra delen av kapitlet sammanförs den kognitionsvetenskapliga forskning som presenterats med en religionsdidaktisk diskussion kring varför och hur mänskliga intuitioner om sinnets fortlevnad efter döden kan tas till vara i religionskunskapsundervisningen.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_aretunsa_2007,
title = {Barns ”växa vilt” och vuxnas vilja att forma: Formell och informell socialisation i en muslimsk skola},
author = {Aretun, Åsa},
year = {2007},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {school ethnography; sociology of childhood; age; socialisation; upbringing; religious education; muslim schools; cultural politics; skoletnografi; barndomssociologi; ålder; uppfostran; konfessionell utbildning; muslimska skolor; kulturpolitik; children},
abstract = {The aim of the thesis is to examine how children as social beings and actors form themselves within the framework of a school institution that adults have set up in order to shape them in deliberate ways through nurturing education. The study is based on long-term fieldwork in a Muslim faith school in Sweden.Muslim schools have aroused a great deal of debate in Swedish society.Opponents have argued that Muslim schools lead to segregation and social exclusion, that these schools risk not promoting the fundamental values of society and that children in these schools are met by religious propaganda. Advocates of these schools have maintained that in public schools the Muslim identity is eroded by ignorance, lack of understanding and racism. Muslim schools instead offer children knowledge of their culture and religion in a way that enhances their identity and makes them secure and whole human beings who can be integrated into society. The debate reflects that school institutions function as loci for contested forms of socialisation in society; national, ethnic, religious, or the struggle of other groups for cultural production and social reproduction in which they are united in the role and importance attached to the school institution in the shaping of young people. In the debate children appear as passive receivers and products of adults’ upbringing and education, which represents both threat and opportunity.The debate around Muslim schools reflects adult-centred ideas of socialisation, where the adults’ upbringing and education is placed at the centre of the process in which children are formed into social persons. What emerged from this study is that children are social actors who shape themselves and that this shaping is more of an informal social process than a formal education process. The study raises the profile of how the school constitutes an environment in which children are in the majority and adults in the minority; a social environment in which children have significantly more social contact and a greater number of social relations with each other than with adults. The school as a child-centred social environment is reflected in the fact that it is principally children who shape each other rather than adults shaping children.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johnssonharrieanna_2012,
title = {Sponsrade läromedel i samhällskunskap},
author = {Johnsson Harrie, Anna},
year = {2012},
journal = {Samhällsdidaktik :},
pages = {83--103},
language = {swe},
publisher = {Linköping : Linköpings universitet [Forum för ämnesdidaktik]},
keywords = {social sciences -study and teaching; teaching; samhällskunskapsundervisning},
abstract = {Sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_sjstennilske_1993,
title = {Sockenbiblioteket - ett folkbildningsinstrument i 1870-talets Sverige: en studie av folkskoleinspektionens bildningssyn i relation till sockenbiblioteken och den tillgängliga litteraturen},
author = {Sjösten, Nils-Åke},
year = {1993},
language = {swe},
publisher = {Linköpings universitet},
keywords = {parish library; primary school inspectorate; adult education non-formal; element of knowlcdgc.},
abstract = {This dissertation deals with the earliest popular education initiative in Sweden apart from the primary school and the traditional religious education: the parish libraries. The study aims at sheding light over the parish library activity of the 1870s, its views of non-formal adult education and the official views thereof. To substantiate the discussion two cases are presented, one of which describes the ideological extremes within the then available literature, whereas the second one presents the book loans at the parish libraries of Nyed and Husie. The Primary School Inspectorate is assumed to be the official agent in the field of adult education, and the foundations of its adult education ideology are mainly laid down in the "Index of books suitable for parish libraries", published in 1870. In the present work, parish library means library activities as defined by the Primary School Ordinance of 1842.My theoretical perspective is mainly founded on Gramsci's and Williams's doctrines on hegemonic attitudes. The Inspectorate and the parish libraries are seen as two hegemonic practices. The explicit expression of the Inspectorate as a hegemonic practice in this context is its 1870 index of recommended books. The educational content of the libraries is represented by those books that are found in seven or more out of the 50 parish libraries in the research project. Both the recommended literature and the literature that is in reality included in the libraries is studied under the aspect of the knowledge-content of the text, its statements concerning all kinds of issues, from practical ones to views of man and society. The statements are sorted into structures of different complexity, and they are described in terms of fragments of knowledge, elements of knowledge and superior elements of knowledge. By way of this structuring, different texts can be compared to each other. The comparisons between recommended contents and factual contents are in this study expressed in terms of superior elements of knowledgeThe material shows, that the Inspectorate's view of adult education contents may be described by 11 superior elements of knowledge and be summed up under the heading: "The Book of Concord and Public Good". Another distinguishing feature is the doctrine that everything can be ordered in hierarchies. The characteristics of the books of the libraries do on the whole coincide with the recommended literature, but there are evident reflections from new strands of thought, such as the liberal movement and secularized science. The overlap in titles between recommendations and library practice is remarkably small, but all of the hegemonic message is contained in the libraries. In the material, same hegemonic tactics are demonstrated. They may be named tactics of neutralization, tactics of modification and tactics of adaptation, and they are extensively presented in the dissertation. The Inspectorate's views on adult education are comparatively conservative, but its real influence on the contents of the libraries seems to have been limited. The cases studied show that the literature of the period was rather more radical than the library literature; in addition, recommended literature was read only to a lesser extent.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karlsohnthomas_2011,
title = {Om föreläsningen. En akademisk undervisningsform igår och ideag},
author = {Karlsohn, Thomas},
year = {2011},
journal = {Arche. Tidskrift för psykoanalys, humaniora och arkitektur},
volume = {36},
pages = {37},
language = {swe},
issn = {2000-7817}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2020_2,
title = {A Constructive Critique of Religion.: Encounters between Christianity, Islam, and Non-religion in Secular Societies},
year = {2020},
language = {eng},
publisher = {Bloomsbury Academic},
keywords = {religion; constructive critique; secular; islam; christianity; atheism; europe; sweden; mediatization; education; civil society; religionssociologi; sociology of religion; philosophy of religion; religionsfilosofi},
abstract = {Why do some strategies for critique of religion seem to be more beneficial for constructive engagement, whereas others increase intolerance, polarization, and conflict?Through an analysis of the reasons underpinning a critique of religion in institutional contexts of secular democratic societies, A Constructive Critique of Religion explores how constructive interaction and critique can be developed across diverse interests. It shows how social and cultural conditions shaping these institutions enable and structure a critical and constructive engagement across diverging worldviews.A key argument running through the book is that to develop constructive forms of critique a more thorough and systematic investigation of resources for criticism located within religious worldviews themselves is needed. Chapters also address how critique of Islam and Christianity in particular is expressed in areas such as academia, the law, politics, media, education and parenting, with a focus on Northern Europe and North America. The interdisciplinary approach, which combines theoretical perspectives with empirical case studies, contributes to advancing studies of the complex and contentious character of religion in contemporary society.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2006,
title = {Förord},
author = {Liljefors Persson, Bodil and Gustafsson Lundberg, Johanna},
year = {2006},
journal = {Religion, politik och globalisering},
pages = {7--10},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {religion; politik; globalisering; religionsdidaktik; perspektiv; religionssociologi; mångfald; mänskliga rättigheter; religiös fundamentalism; demokrati},
abstract = {Ibland beskrivs samtiden som ett landskap präglat av "Religionens återkomst". Detta visar sig inom t.ex. film och litteratur där vi kan se såväl spännande och kreativt innehåll som olycksbådande. Ibland synliggörs religiösa uttryck och drivkrafter i händelser som 11 september och bombdåden i London våren 2006. Religion i vår samtid framträder ibland mot en mörk fond som vi ännu inte har utvecklat intellektuella redskap att hantera. Mot denna bakgrund bjöds några skribenter att under temat "Religion, politik och globalisering. Religionsdidaktiska perspektiv" reflektera kring skolans religionskunskapsundervisning.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2013_2,
title = {Mayakulturen och mytbildningen kring 2012 som världens undergång},
author = {Liljefors Persson, Bodil},
year = {2013},
journal = {Religion & populärkultur},
pages = {83--93},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {mayakulturen; mayakalendern; apokalyptik; religionsdidaktik; livsfrågor; populärkultur; nyandlighet; heliga platser; ale stenar; chichen itzá},
abstract = {Bokkapitlet handlar om hur mayakalenderns genomslag inom New Age grupper och i populärkulturen lett till en enorm spridning av föreställningen att slutdatumet den 21 december 2012 förknippas med världens undergång. I kapitlet presenteras hur mayakulturen har tagits upp i olika populärkulturella sammanhang som filmer och litteratur, och hur detta tagits upp inom några nyandliga filosofiska grupper i Sverige. Kapitlet avslutas med en diskussion om världens gång, andliga globala resenärer och betydelsen av heliga platser samt genomgående kopplas till hur detta kan användas i religionskunskapsundervisning med elever i klassrummet.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbergmax_2017,
title = {Läxor som gränsobjekt mellan hem och skola – innehållets betydelse},
author = {Strandberg, Max},
year = {2017},
journal = {Lärarnas forskningskonferens 31 oktober 2017},
pages = {45--45},
language = {swe},
keywords = {samarbetsläxor; föräldrasamverkan; gränsobjekt; innehåll; livserfarenheter},
abstract = {Studien analyserar läxor i ett läxsamarbete mellan hem och skola. Tidigare forskning med interaktiva läxor (Van Voorhis 2009) mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet och till ett specifikt innehåll. Läxorna delades ut samhällskunskap och i svenska/svenska som andraspråk. Datamaterialet består av intervjuer med elever och föräldrar, klassrumsobservationer och elevtexter insamlade i samband med ett utvecklingsprojekt på en multietnisk och flerspråkig högstadieskola. Eleverna diskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli en resurs för hela klassen. Begreppet gränsobjekt (Star & Griesemer, 1989) används för att analysera vad som kännetecknade de läxor som ledde till samtal i hemmen och i skolan. När innehållet i undervisningen stod i centrum skapades ett annat sorts samarbete än det som traditionellt äger rum vid föräldramöten och utvecklingssamtal. Studien visar att innehållet i samarbetsläxorna har stor betydelse för om de kan få funktionen av gränsobjekt mellan hem och skola. Samarbetet med läxorna karakteriserades av diskussioner och samtal mellan ungdomar och vuxna om skolgång och barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt. Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter och värderingar till undervisningen. Föräldrarnas livserfarenheter ökade utbudet av berättelser och skapade en innehållslig variation vilket erbjöd eleverna möjlighet till perspektivväxling.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbergmax_2013,
title = {Läxor som gränsobjekt för samverkan mellan hem och skola?},
author = {Strandberg, Max},
year = {2013},
journal = {Nordiske udkast},
volume = {1},
number = {41},
pages = {1},
language = {swe},
keywords = {samarbetsläxor; läxmodell; föräldrasamverkan; gränsobjekt; kunskapsinnehåll},
abstract = {Studien analyserar läxor i ett läxsamarbete mellan hem och skola.Tidigare forskning med interaktiva läxor mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet ochtill ett specifikt innehåll. Datamaterialet består av intervjuer, klassrumsobservationer och elevtexterinsamlade i samband med ett utvecklingsprojektpå en multietniskoch flerspråkig högstadieskola.Elevernadiskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli enresurs för hela klassen. Begreppet gränsobjekt (Star &Griesemer, 1989) används för att analysera vad som kännetecknadede läxor som ledde tillsamtal i hemmenoch i skolan. När innehållet iundervisningen stod i centrum skapades en annan sorts samarbete än det som traditionellt äger rum vidföräldramöten och utvecklingssamtal. Samarbetet med läxorna karakteriseradesav diskussioneroch samtalmellan ungdomar och vuxna om skolgångoch barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt. Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter ochvärderingar till undervisningen. Studien ger en indikation om att lärare inte på egen hand kan skapa läxor för alla elever i flerspråkiga och multietniska klasser. För att lyckas krävs ett innehållsligt samarbete med elever och föräldrar.},
issn = {1396-3953}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2004_1,
title = {Umleavyo: the dilemma of parenting},
year = {2004},
language = {eng},
publisher = {Nordiska Afrikainstitutet},
keywords = {tanzania; parents; gender; generations; children; adolescents; sexuality; initiation; education; marriage; rites and ceremonies; customary law; modernization; child rearing},
abstract = {Societies and families are changing all over the world. Less of what the older generations transmit of their experiences can be replicated by the younger generations in their own lives. What we are witnessing is a type of cultural delinking from past generations. Parents despair when their good intentions fail to have an effect and feel overwhelmed by circumstances they cannot control.The Reproductive Health Study Group linked to the University of Dar es Salaam published the first set of studies, Chelewa, Chelewa: The Dilemma of Teenage Girls, in 1994. The focus was on the teenage girl and the various reactions of the adult world to teenage out-of-wedlock pregnancies. The next set of studies, Haraka, Haraka: Look Before you Leap, appeared in 1998 and looked at the erosion of the customs that had regulated marriage, parenthood, and intergenerational obligations.This third and final report, Umleavyo: The Dilemma of Parenting, comprises studies on the generation gap and the ways in which this gap has widened over the past century. In these studies, the past serves as the seemingly stable background on which to project currently fluid and ambiguous parent-child relationships. The main focus of the studies is the different methods of, and goals for, bringing up the next generation. These include physical punishment; achieving compliance through fear and reference to supernatural forces; initiation ceremonies that provide multiple precautions and timely instruction on marriage and procreation; emphasis on relations between people as the most crucial experiences; and encouraging a sense of personal responsibility.The volume is based on the narratives of the grandparents, parents, and youths in the villages of the Pare people in the north and of the initiation leaders in Songea in the south, and on a comparison of the opinions of Nyakyusa elders and youths on gender issues. The central questions raised in the book are: How should one-support youths for whom there is no clear passage to full adulthood? And, how can one forge links between the plight of families and issues of citizenship and public action?}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2012,
title = {Folkskoleinspektionen och moderniseringen av folkskolan i Sverige 1860-1910},
author = {Evertsson, Jakob},
year = {2012},
journal = {Historisk Tidskrift},
volume = {4},
number = {132},
pages = {624--651},
language = {swe},
publisher = {Stockholm : Svenska historiska föreningen},
keywords = {sweden; nineteenth century; history of education; elementary school inspection; elementary school teachers; modernization; nation building; professionalization; utbildningshistoria; sverige; 1800-tal; folkskoleinspektion; folkskollärare; modernisering; nationsbygge; historia med utbildningsvetenskaplig inriktning},
abstract = {Mellan mitten av 1800-talet och början av 1900-talet förändrades och moderniserades folkskolan från en religiös utbildning mot en bredare medborgarutbildning. Forskare har i andra nordiska länder pekat på ett samband mellan folkskoleinspektionernas verksamhet och skolans modernisering. I denna uppsats undersöks den svenska folkskoleinspektionen och inspektörernas betydelse, både för utvecklingen av undervisningens innehåll och för stärkandet av folkskollärarna som yrkesgrupp.},
issn = {0345-469X}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2013,
title = {Existentiella konfigurationer: Om hur förståelsen av livet tar gestalt i ett socialt sammanhang},
author = {Gustavsson, Caroline},
year = {2013},
language = {swe},
publisher = {Institutionen för pedagogik och didaktik, Stockholms universitet},
keywords = {existential configurations; young adults; meaning-making; existential themes; life questions; life-view; life-interpretation; hermeneutic approach; existentiella konfigurationer; unga vuxna; meningsskapande; existentiella teman; livsfrågor; livsåskådning; livstolkning; hermeneutik; education},
abstract = {The thesis contributes to the research field of education, or more specific to the field of religious education. The aim of the thesis is to interpret how young adults of today describe and understand their lives, with a specific focus on existential themes, and furthermore, to develop useful concepts that can help us understand individual meaning-making in a social and cultural context.The meaning-making of young people and how they explore and develop their understanding is, in the thesis, seen both as an individual process and at the same time something socially shared. The theoretical understanding of the social context takes its point of departure in Berger and Luckmann’s theory about the social construction of reality. The methodological approach is empirical and the study is based on 21 deep-interviews with men and women between 19-29 years old. Their statements are analyzed using a hermeneutic - interpretive method.The thesis gives a picture of the young adults’ understanding of death and the meaning of life. But the study also addresses vital existential themes for the young adults around the questions: who am I, what do I want to choose and where am I heading. Still another important theme is insecurity. One important contribution of the thesis is the development of new concepts that describe the young adults’ understanding of their lives, in terms of personal and shared configurations. In the material I have seen three different kinds of shared configurations and I speak of those in terms of: life-views, taken for granted perspectives and institutions. The dynamics that the personal configurations give examples of can be understood both in light of the shared configurations but also in light of the personal agency that the young adults show signs of.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_nordbckcarola_2004,
title = {Samvetets röst: Om mötet mellan luthersk ortodoxi och konservativ pietism i 1720-talets Sverige},
author = {Nordbäck, Carola},
year = {2004},
language = {swe},
publisher = {Umeå universitet},
keywords = {sweden; 18th century; pietism; lutheran orthodoxy; natural law; protestantism; confessionalism; secularization; early modern; christianization; view of man; concept of society; religious rhetoric; theological conflict; freedom of conscience; religious tolerance; history subjects},
abstract = {This dissertation deals with the encounter between Lutheran orthodoxy and conservative pietism 1720–1730. The aim has been to compare their views on society and man.In the pietistic conflict, orthodoxy gave rise to attitudes which proved to be key to its view on society and man. It was a deeply rooted traditionalism, patriarchal order of society, demand for confessional uniformity and a corporativistic view on society. The above mentioned contained a specific view on the relationship between the church, state and individual. By using the Organism Metaphor, i.e. society depicted as a body, orthodoxy made visible the church’s collective unity. This body was also identical to the Swedish kingdom. If uniformity in faith and ceremonies was to be dissolved, it implied a disintegration of the social body and breaking of the bonds which held together both church and country. Uniformity was upheld through confessionalism and the partiarchal order of the church. The priests’ monopoly on official functions, and the legal calling created a barrier protecting this relationship to power. Where the views on society and man intersected, one specific theme can be identified – conscience. This spiritual function connected man to law, society’s patriarchal order and God.I have emphasised five distinct traits of pietism: its polarizing tendencies, strong emotionalism, its reformist attitude towards church and social life, its egalitarianism and religious individualism. All of these traits collided with orthodoxy’s view on society and man. Pietism can be described as a massive christianization project, which included moral and ethic education of the people on an individual and collective level. Where pietism and religious individualism coincided with egalitarianism, a new discourse for conscience was established, where conscience became both an internal court of law – with God acting as judge – and a spiritual authority whose integrity grew in proportion to authority and church.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_perssongunnar_2001,
title = {Pin, pin bring me luck, because I stop to pick you up: on magic in the English language},
author = {Persson, Gunnar},
year = {2001},
journal = {Gothenburg Studies in English},
number = {81},
pages = {301--311},
language = {eng},
keywords = {engelska; english; specialization in didactics},
abstract = {Instances of the magical use of English are presented with commentary from material in I. Opie & P. Opie's The Lore and Language of Schoolchildren (1959) & I. Opie & M. Tatem's A Dictionary of Superstitions (1989). A glimpse of a particular object is the occasion for the recitation of many of the 18 cited spells & verbal charms, which are intended to bring luck or repel harm; three divination spells with accompanying ritual acts are suggested to be akin to performative utterances. A multiplicity of taboo words among sailors & fisherman include terms denoting animals & elements of religion, which must be replaced by euphemisms; magical aspects of naming & constraints on the timing of magical utterances are also discussed},
issn = {0072-503X}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_baianstovurna_2021,
title = {Vägar ut och vägar in: Hedersrelaterat våld och förtryck och kvinnors etablering i arbetslivet},
author = {Baianstovu, Rúna Í and Särnstedt Gramnaes, Emmie},
year = {2021},
language = {swe},
keywords = {honour; violence; segregation; isolation; mobility; school; education; work; heder; våld; inneslutning; mobilitet; skola; utbildning; arbete},
abstract = {Hedersrelaterat våld och förtryck inkluderar ett brett spektrum av psykiska, fysiska, sexuella och materiella begränsningar, kränkningar och våldshandlingar som syftar till att bevara eller återupprätta en familjs eller en släkts anseende i omgivningens ögon. Strikta könsnormer som reglerar människors möjligheter att forma sina liv är en bärande beståndsdel i alla heders-kontexter. Övertygelser om vilken typ av relationer, platser, uppgifter och roller som är lämpliga för flickor, pojkar, kvinnor och män i olika åldrar och samhällspositioner leder till begränsningar av framförallt flickors och kvinnors liv – inte minst deras möjligheter till utbildning och arbete utanför familjen.Vi har analyserat 26 livsberättelser från kvinnor som utsatts för hedersrelaterat våld och förtryck med fokus på hur våldsutsattheten påverkar deras möjligheter till etablering i arbetslivet. Livsberättelserna kommer ur resultatet av datainsamlingen för Storstadskartläggningen, Heder och samhälle i Sverige tre storstäder Göteborg, Malmö och Stockholm 2017-2018. Resultatet av analysen visar för det första att hederskontextens könsbundna plikter och kyskhetsnormer begränsar flickors och kvinnors möjlighet till utbildning. Vissa av intervjudeltagarna har tillåtits studera på familjens villkor medan andra har hindrats helt och hållet. Många har haft svårt att fullfölja sina studier på grund av turbulens och ohälsa till följd av våldet. För det andra visas att utsatthet för hedersrelaterat våld och förtryck på kort och lång sikt gör det svårt att etablera sig i arbetslivet och samhället i stort. De intervjudeltagare som levt i strikta hederskontexter saknar i regel arbetslivserfarenhet under tonårstiden, liksom andra erfarenheter som är centrala för etablering i arbetslivet. Vissa av de kvinnor som anlänt till Sverige i vuxen ålder befinner sig långt från arbetsmarknaden på grund av att de har förhindrats lära sig svenska och ha kontakt med samhället utanför hederskontexten. Många av våra intervjudeltagare har levt och lever alltjämt i svåra omständigheter i och med en allvarlig hotbild, skyddad identitet, ständiga uppbrott och kvarvarande psykisk och fysisk ohälsa, vilket försämrar deras möjligheter att arbeta. En del av dessa omständigheter är gemensamma för våldsutsatta, oavsett om de utsatts för hedersrelaterat våld och förtryck eller andra former av våld. Men några variationer är specifikt kopplade till hederskontextens grad av inneslutenhet respektive mobilitet. Ett tydligt mönster är att de intervjudeltagare vars föräldrar, eller andra närstående, har lyckats etablera sig på den svenska arbetsmarknaden så småningom själva utbildar sig och arbetar, om än med svårigheter och fördröjning. Huruvida föräldrarna etablerar sig och arbetar i Sverige verkar ha större betydelse än föräldrarnas utbildningsnivå och karriär i det före detta hemlandet. Det beror på att de föräldrar som arbetar i Sverige tar större del av det svenska samhället, och därmed lever i en högre grad av mobilitet och normförändring än de föräldrar som inte arbetar och har få kontakter med andra utanför den primära gruppen och på så vis lever i markant inneslutenhet där hedersnormerna förblir starka eller till och med förstärks efter migrationen. När föräldrar och andra familjemedlemmar arbetar ökar kontakten med det omgivande samhället samtidigt som deras sociala och ekonomiska beroende inom hederskontexten minskar: det leder till att hedersnormerna utmanas och försvagas. Sådan mobilitet leder till normförändring som förbättrar flickors och kvinnors möjlighet till utbildning och arbete utanför hederskontexten.Ett annat mönster i materialet är att de intervjudeltagare som vuxit upp under etniskt och religiöst minoritetsskap, krig och förföljelse, låg utbildningsnivå och fattigdom får sämre förutsättningar för studier och arbete. Sådana omständigheter tvingar människor att sluta sig inåt för att säkra sin överlevnad och är en mylla för strikta hedersnormer som ju är tätt sammanlänkade med familjens försörjning. I familjer där den huvudsakliga försörjningen vilar på transnationella relationer, arbete i familjeföretag och bortgifte av döttrar inom hederskontexten betraktas den obligatoriska skolgången i Sverige som ett nödvändigt ont eftersom den äventyrar döttrarnas kyskhet. Detsamma gäller kvinnors arbete utanför familjen. Men så ser det inte ut inom alla hederskontexter. I välbärgade familjer med hög status kan flickors skolprestationer istället betraktas som ett mått på deras kyskhet; familjens anseende gynnas om döttrarna presterar oklanderligt i skolan och inom livets alla områden, eftersom det signalerar ett slags uppburen skötsamhet som passar in i bilden av den lyckade familjen. Hederskontextens heteronormativa genusordning handlar ju, som vi sett, om att vara man eller kvinna på rätt sätt beroende på ålder och samhällsposition. Flickor och kvinnor i högstatusfamiljer kan därför i vissa fall åtnjuta en relativ, villkorad frihet som bygger på att deras studier och arbete gynnar familjen.Ett tredje och sista mönster har att göra med hedersnormernas föränderlighet. Flera av intervjudeltagarna berättar om konflikter inom hederskontexten – ibland föräldrarna emellan, andra gånger mellan föräldrarna och bröder som misshandlar sina systrar på eget bevåg, och åter andra mellan föräldrarna och den större släktgemenskapen. Några av konflikterna uppstår då unga män inskärper strikta hedersnormer som deras föräldrar inte känner igen i nya, grannskapsbaserade gemenskaper som uppstår till följd av segregation, diskriminering, ojämlik tillgång till välfärd och andra omständigheter som bidrar till inneslutning. Här ser vi hur socioekonomiska klyftor blir en grogrund för förstärkta hedersnormer. Andra konflikter uppstår då en person eller en familj anammar progressiva värderingar som går på tvärs med hedersnormerna. För att så ska ske behövs tillgång till tankegods som utmanar heders-kontexten, men framförallt möjlighet till försörjning, välfärd och sociala sammanhang som gör det möjligt att skapa ett meningsfullt liv utanför den och inne i ett samhälle som präglas av mångfald och demokrati. Hedersnormer är alltså inte fixa och färdiga en gång för alla; de förstärks eller försvagas beroende på människors levnadsvillkor, vars yttersta strukturella nivå kan sammanfattas som grader av inneslutenhet och mobilitet. Utbildning och arbete utanför hederskontextens snäva krets av familj och släkt kan erbjuda våldsutsatta kvinnor en väg till ett liv i trygghet och frihet. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlinbo_2009,
title = {From myth to spirituality in RE: Reflections on the past and intimations of the future},
author = {Dahlin, Bo},
year = {2009},
language = {eng},
keywords = {education},
abstract = {The expression from mythos to logos is well known in cultural history, signifying the development from mythical to more or less rational understandings of life. In the time of myth human beings did not clearly distinguish between knowledge of the world, art (storytelling, music, dance etc), and religion (ritual, worship of the divine). The development of rational thinking meant the gradual separation of these cultural realms; in modernity they are (or were?) considered as distinct and autonomous fields of practice. Today a further differentiation between religion and spirituality is establishing itself. Spirituality actually opens new possibilities for the re-union of the three fields. Researchers are looking for a new science encompassing the spiritual (for inst. E. Laszlo), and artists are exploring spiritual questions of meaning and wholeness (beginning with W. Kandinsky). What would be the gains and losses of such a re-union? What happens to faith if it adapts itself to science? How can science be reconciled with the creative freedom of art? This cultural-historical picture is presented as a backdrop for recently emerging research within developmental psychology, where the notion of wisdom and concepts of post-formal or post-conventional levels of intelligence or cognition are systematically explored. This, together with research on how meditative and contemplative practices influence brain functions, produces new knowledge of the possible future evolution of human consciousness. In the US, the use of meditative and contemplative practices in education at all levels is already emerging. One alternative future of RE may lie in this direction: by drawing upon the wisdom teachings present within all religious traditions we can inform simple or more advanced contemplative practices even in the ordinary classroom.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020_3,
title = {Will there be space for young people’s own meaning-making processes in the RE classroom? Existential configurations as a concept and an educational tool},
author = {Gustavsson, Caroline},
year = {2020},
journal = {Opening up spaces for meaningful engagement in educational praxis},
pages = {73--88},
language = {eng},
publisher = {: Eburon Academic Publishers},
keywords = {existential configurations; religious education; conceptual development; worldviews; intercultural},
abstract = {The aim of this chapter is to introduce the concept of existential configurations as an alternative to the concept of ‘livsåskådning’ in a Swedish context. The chapter argues that the ability of students to be active partners in creating the new multicultural or intercultural European reality will grow if we give them access to a language and to concepts that enable them to relate their own meaning-making to other people’s understanding of life. Speaking in terms of existential configurations creates the opportunity for teachers’ professional capacity to grow and gives all students the space “to develop a personal attitude to life and an understanding of how they and others are thinking and living” as stated by the curriculum (Swedish National Agency for Education, 2018).}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2015_2,
title = {Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests},
author = {Osbeck, Christina and Franck, Olof and Lilja, Annika and Lindskog, Annika},
year = {2015},
journal = {EDUCARE – Vetenskapliga skrifter},
volume = {2},
number = {2015},
pages = {19--47},
language = {eng},
keywords = {assessment; national tests; religious education; think aloud},
abstract = {The aim of this article is to identify and discuss challenges in assessing pupils’ knowledge in Ethics. The background of the study is the development of the knowledge field Ethics, a part of Religious Education (RE) in Sweden which in the sixties went from being a Christian school subject to a pluralistic and non-confessional one. The knowledge field Ethics is, in this school context, marked by vagueness, due partly to its indistinct frames and partly to a duality in the aims represented in the directives of the curriculum. Methodologically, data was produced through a think-aloud study where six teachers assessed pupil-responses in Ethics within the National Test for RE. The teachers’ ongoing assessments were audio recorded, transcribed and analysed in a qualitative text analysis that focused on different kinds of challenges that the teachers experienced. Since this kind of study has not been conducted before, the analyses were explorative and, rather than being theory guided, were guided by the aim and the research question of the study. The findings show three groups of challenges related to the assessment processes. The first group of challenges concerns interpretations of the assessment instructions, the second regards competing ideas about what students should be given credit for during assessment in Ethics and the third is about being positioned between the pupils’ need for good grades and the task of differentiating between students. The discussion distinguishes between general challenges in assessment and challenges related to Ethics and its partly unclear character in the RE school context. In such a situation when the construction of a knowledge field is vague, the influence of national tests can be assumed to be considerable and the need for research regarding different conceptions of ethical competence is therefore urgent.},
issn = {1653-1868}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2015_1,
title = {The becomings of satanist musicianship: a study of how black metal musicians describe their learning processes},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2015},
language = {eng},
keywords = {black metal; ideology; gesamtkunstwerk; informal learning; musical learning; music education; idelogi; informellt lärande; musikaliskt lärande; musikpedagogik},
abstract = {The last twenty years the focus of music educational research has widened to involve more than institutional settings for learning music. In Europe, researchers such as Lucy Green, Even Ruud, Anna-Karin Gullberg and Göran Folkestad lead the way for a wave of research of “informal learning processes” in/of music. Musical learning has later been studied in as varied environments as Hip-Hop communities, Punk, online learning of Country and western and Opera and so forth. Studies have even been performed where learning processes inspired by these less institutionalised settings have informed traditional classroom pedagogies. The main body of this research has though been on music genres and practices that always had or lately have acquired a fairly high level of cultural capital in Western society and are accepted as fairly politically correct expressions. This study will instead focus on one of the more extreme styles – both sonically and in ideological terms – of music around today: Black metal.Some research has been made on Black metal mainly from a sociological perspective or/and religious perspective, but also with some musicological/philosophical streaks (Bogue 2004). Bossius (2003) and Kahn-Harris (2007) are two pioneering researchers with their studies on the extreme metal scene, with its equally extreme expressions relating to violence, Satanism and fascism. Granholm (2011) and Forsberg (2010) investigate the Black metal scene from a religious perspective and uses Partridge’s (2005) concept of Re-enchantment and Occulture. The concept of re-enchantment can briefly be understood as a description of the post-modern era as characterized by a spiritual rebirth that focuses on personal development and well-being rather than institutional worship. Partridge also argues that the perception of today's Western society is secular, to a great extent is incorrect – thus religious practice only have shifted expression. The other term, Occulture, can be considered as a mixture of Occult and Culture, where culture primarily should be interpreted and understood in terms of popular culture.This study departs from a wonder of how young people choose to play a genre that is considered bad on all levels by the majority of the society; Black metal, as well as how the young people who have chosen to play Black metal describe the learning processes musically as well as socially and intellectually that leads up to becoming a Black metal musician.The aim of is hence to analyse the musical learning stories of five young black metal musicians from a music educational perspective inspired by the sociological theories of Pierre Bourdieu and the educational theories of John Dewey.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hgdinsara_2006,
title = {Var går gränsen?},
author = {Högdin, Sara},
year = {2006},
journal = {Sociologisk forskning},
volume = {4},
number = {43},
pages = {41--65},
language = {swe},
publisher = {: Sveriges Sociologförbund},
keywords = {school; education; immigrant; gender; children},
abstract = {This article introduces a study concerning parent s regulations regarding their child’s participating in social activities. The aim of the study is to examine how many pupils who are not allowed to participate in social activities and some educational elements at school, as for example sports and study tours. The ethnicity and gender perspectives are central for the questions. The implicit aim is to compare the situation among boys and girls with immigrant background in relation to boys and girls with Swedish background. The study contains a quantitative survey among 1193 children, 13 to 15 years old, living in a Swedish middle-sized city. The result from the analysis shows that most of the children are allowed to participate in the activities. However, regarding parental consent to participating in activities the results show that children with immigrant background experience restrictions to a larger extent than others. This result concerns in particular girls with immigrant background. Other significant findings in this study indicate that low-educated parents or/and religious parents have more restrictive norms considering pupils participating in social activities, especially for immigrant girls.},
issn = {0038-0342}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_popovoleg_2016,
title = {Issues of intercultural competence in Swedish science education},
author = {Popov, Oleg},
year = {2016},
language = {eng},
publisher = {Europa-Universität Flensburg},
keywords = {intercultural competence; teacher education; identity; didactics of natural science; naturvetenskapens didaktik},
abstract = {Multiculturalism and intercultural education have been for the long time constitutive components of Swedish teacher training, in particular concerning the teaching of Swedish as second language (Johansson, 2008). However, in the curriculum discourse and practice of other subjects, this concept appears to be poorly explored and instrumentalised (Popov, Sturesson, 2015). Nowadays, when teacher students go to school practice, they face culturally diverse classrooms and challenging educational contexts (Popov, Sturesson, Carlsson, 2012). They need to deal with cultural heterogeneity on pedagogical and curriculum planes (Popov, Sturesson, 2015). The focus of this paper is to highlight important elements of intercultural competence as they perceived by the science teachers. Theoretical lens of the socio-political framing of education (Gutiérrez, 2013), in particular issues of identity construction is used in the study. The concept of identity is related to what a person does and his or her activities. Identity is dynamic and depends on participation in a particular community that position an individual “through and in race, class, ethnicity, sexuality, gender, religion, language, and so forth” (Gutiérrez, 2013, 46). Theoretical constructs of multiculturalism were also important to highlight different dimensions of science teachers’ intercultural competence.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_claesonlisbeth_2010,
title = {Tid och existentiellt meningsskapande: Kvinnors berättelser om sitt liv med allvarlig sjukdom},
author = {Claeson, Lisbeth},
year = {2010},
language = {swe},
publisher = {Pedagogiska institutionen, Stockholms universitet},
keywords = {serious illness; women; meaning-making; narrative; narrative time; hermeneutics; existential learning; education},
abstract = {Being affected by a serious or life-threatening illness implies an existentially changed situation that is accompanied by a number of questions about the illness itself, consequences of the illness in an everyday context and implications for the future. The purpose of this dissertation is to examine people’s meaning-making when they are affected by a serious illness and to determine how the illness acquires meaning in the context of their lives. The dissertation thus deals with what can be referred to as existential meaning-making. A hermeneutical approach was adopted, drawing more specifically on Paul Ricoeur’s narrative theory that emphasises the importance of different dimensions of time and memory in the understanding of narratives. An empirical study was carried out of illness narratives collected in research interviews with six women who had been diagnosed with serious illnesses, such as cancer, stroke and heart attack. The analysis reveals that the discovery of the illness and the period following was characterized by chaos and a lack of time perspective, feelings of lack of freedom and thoughts about death, but also feelings of responsibility towards the family. Experiences of the health services were also important in accounts of this early period, particularly wishes for more empathic encounters with the professionals. In the women’s accounts of the long term living with the illness, death continues to emerge as a back drop to their everyday experiences of the illness, but gradually more as confronting the problem of death rather than giving up life. Over time, relationships to significant others and the importance of everyday life also constitute increasingly important themes. In their expectations for the future, the women account for some experiences that have been important in creating a sense of hope and heightened vitality, and thus a new ‘wholeness’, such as being close to nature as well as their religious or spiritual experiences. These results are discussed in terms of how memories of significant events or places play an important role in existential meaning-making, and also how reflections on these memories can be seen as a process of existential ‘learning’.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_hertzbergfredrik_2011,
title = {(In)tolerance and recognition of difference in Swedish schools.: The case of Islamic denominational schools and practices of veiling},
author = {Hertzberg, Fredrik},
year = {2011},
language = {eng},
publisher = {EUROPEAN UNIVERSITY INSTITUTE, FLORENCE},
keywords = {toleration; recognition; schools; veiling; islam; sweden; equivalence; education},
abstract = {The aim of this report is to describe and analyze the embodiment of acceptance and recognition in discourses and practices which address cultural diversity in the Swedish educational system. In order to fulfil this general aim, we study how different categories of practitioners in the Swedish school system, such as teachers, headmasters and union representatives, and other stakeholders, such as civil servants, and representatives of political parties and the civil society, discuss and relate to the claims of recognition put forth by Muslim practitioners and/or policy measures designed to reach the fulfilment of those claims. Two cases are studied: the establishment of Muslim independent schools and the claims to dress veiled in public schools, out forth by Muslim youth. The cases are selected with consideration to a number of circumstances. First, the faith and belief practices of Muslim migrants have been debated on a large scale in Swedish media during the last decade, as in many other West European and North American countries. It is quite common that these practices has been put under scrutiny, and subjected to extensive critique. The attention paid to Muslim belief practices and institutions has also reached Muslim denominational schools and the practice of Burqa and Niqab. The establishment of denominational schools during the last two decades, whether Islamic or not, has also received a lot of attention, in mainstream media as well as in debates on education policy. For instance, a number of political parties have voiced demands to keep down the number of Islamic denominational schools. Second, Muslim migrants has, according to a number of studies, been subjected to direct and indirect discrimination. Whether this discrimination primarily is religious to its nature, or ethnic, and hence targeting their ethnic identity, is not always concluded, but the extensive negative attention mentioned above suggests that the scope of religiously motivated discrimination is either predominant or on the rise. The enactment of Muslim belief practices is not infrequently obstructed. For example, the construction of Mosques does seldom take place in silence; frequent and high-pitched voices of rejection and disapproval are common, and when the buildings once are completed, the congregations receive numerous threats and insults. The opposition is evident, and two mosques have been burned down. Moreover, women wearing burqa or niqab report being harassed in public. Apart from the lack of recognition and acceptance in religious matters, the prevalence of discriminatory mechanisms might also obstruct the access to welfare services and the entry to the labour market. This report consists of two cases studies, which relies solely on qualitative data. The main part of the empirical material consists of interviews with 13 persons – three teachers, three headmasters, two union representatives, two civil servants, one jurist, one imam and one representative of a political party. The interviews are used as a source for both cases. As additions to interviews, we have collected newspaper articles, memos from public authorities, bills introduced to the parliament, debates on commentary fields in web-edition of newspapers, et cetera. Being a minor study, it is necessary to make some reservations concerning the reliability of our material. Thus, it is difficult to determine whether or not it is possible to make generalizations from our material, thus asserting that the viewpoints found in our material are overlapping with or similar to the attitudes of other teachers, headmasters et cetera. In sum, a number of disadvantages with the establishment of Islamic denominational schools are expressed. They are allegedly divisive, both culturally and socially, and the quality of their instructions is supposed to be inadequate, in relation to the standards explicated in the national curriculum and syllabi. If the attitudes found in this study is spread all over Sweden, it could reasonable be said that Muslim schools are met by suspicion. Still, few calls for shutting down of these schools are voiced. It seems that the Muslim denominational schools are tolerated in a literal sense: it is accepted, sometimes pragmatically, but not liked. On the other hand, it could be said that the provision of a juridical and institutional space for religious minorities to establish denominational schools is part of politics of recognition; i.e. an educational policy which, under auspicious circumstances might provide the means for religious minorities to receive respect as equal and gain admission as normal. It must also be noted that the some of the objections to the existence of denominational schools implicitly and explicitly related to some central notions in Swedish educational policy. The notion of equivalence is a keyword in this context, and signifies on the one hand a demand for abidance by the national curriculum and syllabi, and on the other a priority of equalizing measures over freedom of choice. The equalizing and integrative objectives of the compulsory school project seem to be vital, but the quest for recognition of minority beliefs systems is circumscribed. Thus, the reproduction of "demos" is given priority over the recognition of "ethnos". As such, the notion of "equivalence" [likvärdighet] has been a keyword in Swedish educational policy since the 1980’s, denoting equalizing ambitions as well as educational uniformity and compliance to steering documents. A number of objections to the practice of wearing Burqa or Niqab are put forth by our interviewees. In contrast to the media debate, the argument of gender equality was relatively downgraded. Rather, the interviewees focused on assumed problems with identification and communication. It was said that the abovementioned veiling practices obstructed the possibility of identifying the students at school, and also rendered the communication – and hence the instructions – at school more difficult. In comparison with the question of Islamic denominational schools, the non-tolerant stance was more manifest, although few explicit calls for a prohibition were made. Moreover, a specific discursive framing of the veiling practices could be discerned. The wearing of Burqa or Niqab was associated with phenomena such as mischief and the hidden, thus casting suspicion over the practice in question. As an instance of the everyday life, rather than an institutional arrangement, veiling practices could arguably be considered to be of less concern for educational policy than the establishment and maintenance of Islamic denominational schools. Still, the question of prohibition has gained a lot media attention during the last years, and brought the regulating dimension to the fore. And though our material contains few explicit calls for prohibition, several interviewees claimed that a teacher must see the face of the student in order to instruct and educate. And although the goal of equivalence was less relevant in this matter, the practice of veiling was questioned with reference to universal human rights, as the rights of the child. The right of the parent to exert influence in religious matter was questioned, since it could be regarded as a limitation of the freedom to choose direction to the walk of life. Thus, it seems like that the right to wear Burqa and Niqab in public schools are among the non-tolerable, although few explicit calls for prohibition can be discerned. So far, the material in our report, consisting of relatively limited set of qualitative data resonates with the broader tendency discerned by Orlando Mella, Irving Palm and Kristin Bromark (2011): the resistance in Sweden against the Burqa and the Niqab is compact; almost nine Swedes out of ten find it (totally or partly) unacceptable to wear Burqa and Niqab, respectively, at school or at work (Mella et al 2011:30), whereas seven out of ten find it (totally or partly) unacceptable to wear Burqa and Niqab at other public places. As noted above, the stress on equivalence consists of two distinct although related arguments. On the one hand, there is a demand for abidance by the law (here: steering documents such as national curriculum and syllabi), which among other things are paid attention to because Islamic schools are suspected not to follow these steering documents accordingly. This interpretation of "equivalence" is related to an understanding of the term which has become more and more frequent since the introduction of freedom of choice and independent schools in Swedish educational policy, and the decentralized system of governance of education in Sweden (Lindensjö & Lundgren 2002). In this context, where regulation is obtained through management by objective and evaluation, and responsibilities are spread between numerous responsible organizations, the goal of equivalence is equivalent (!) to abiding by the law. On the other hand, there is wish to maintain socially integrated educational environments, in which students from different ethnicities, classes and gender meets and interacts. Thus, it seems like the equalizing and integrative objectives which were central to the compulsory school project implemented during the heyday of the Scandinavian welfare regime (Esping-Andersen 1990) seem to be "alive and kicking". But the quest for recognition of minority beliefs systems, central to the policy of multiculturalism, is circumscribed. In so far, the arguments employed here gives priority to the reproduction of "demos" over the reproduction of "ethnos". It must also be noted that the freedom of choice, an important feature in the neoliberal turn of educational policy, does not seems to be so important for the interviewees in this particular matter. If we focus on the most elaborated objections in the report, we find arguments which 1) was presented as a response to the presumably universalist claims of freedom of religio}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_jonslotta_2008,
title = {Till-tal och an-svar: En konstruktion av pedagogisk hållning},
author = {Jons, Lotta},
year = {2008},
language = {swe},
publisher = {Pedagogiska institutionen},
keywords = {calling and respons(e)ibility; gilles deleuze; félix guattari; martin buber; paying heed; pedagogical attitude; pedagogical creed; philosophy of dialogue; philosophical conceptualization; philosophical construction; education},
abstract = {The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks.Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising.Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context. By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lundinmattias_2013,
title = {Exploring critical perspectives on sexuality in science education research},
author = {Lundin, Mattias and Plakitsi, Katerina and Nanni, Eftychia},
year = {2013},
journal = {Science Education, research and praxis},
volume = {42},
pages = {5--15},
language = {eng},
keywords = {science education; critical perspectives; norms; sexuality; pedagogics; allmän didaktik},
abstract = {In recent years, the discipline of science education reduces more and more its strong framing and meets its cultural dimension. Often, science education involves various issues that only indirectly relate to students’ understandings of natural phenomena. Moreover, science communities today are largely characterized by heterogeneous groups with differences in race, sex, religion, language and ethnicity. These different aspects of cultural diversity play an important role in the particular ways students respond to science education. This research field is becoming increasingly pivotal by the researchers working in the multidisciplinary fields of cultural studies and science education. Research on gender and ethnicity in relation to students' learning can be mentioned as two recently developed fields. However, there seem to be areas that are addressed to a very limited extent still. Sexuality constitutes such an example, with the research aim focusing on sexuality in relation to students' learning. In this position paper, a research gap in science education is indicated and addressed. We suggest that further attention should be paid to how the hetero norm asserts power on teachers and students in school science. In addition, more research that challenge unequal practices and discourses of dominance in school science could be one way to further develop school science. The general goal for such research would be to promote inclusion in the school science practice as well as in relation to the subject content. Inclusion of all different sexualities is crucial, in order to make school science a subject that relates to everybody.},
issn = {1792-3166}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wifvessonmarianne_2005,
title = {On Voyage with Cristóvão Colombo: The Privatization of Catholic Orphan Care in São Paulo City, 1892-1922},
author = {Wifvesson, Marianne},
year = {2005},
language = {eng},
publisher = {Linköpings universitet},
keywords = {latin american history; brazil; catholic church; privatization; abandonment; childhood; education; delinquency; institutional childcare; orphanage; barnhem; brasilien; 1892-1922},
abstract = {In 1890, the military overthrew the monarchy, separated the Church from the State, and installed a Federal Republic in Brazil. The decentralization of political powers enhanced the abilities of each federal state to shape its own politics of childhood. In São Paulo, such an ability resulted in the passage of diverse state laws in the areas of childcare, and several institutions were created to attend to children’s needs during the early twentieth century.The purpose of this study is to examine the various roles of the State in the expansion of private religious orphan care in São Paulo city during the 1892-1922 period, as well as some of these roles’ effects on the practical uses of Catholic orphanages by diverse interest groups. The debate among state legislators and Catholic clergy as well as the admission and discharge practices at one Catholic orphanage served as bases for the examination.The study will show that the expansion of private institutions of childcare tended to obscure the role of the State in the expansion of public and private schooling during the period. On the one hand, the influence of the State appeared to have diminished as a consequence of fewer years of mandatory schooling at public institutions; the delegation of childcare to private institutions; the limited state regulations of the content of care at private institutions; the lack or limited subvention of the State in proportion to all children hosted at such institutions; and, the admission requirements which seemed to discourage rather than encourage application. The “true” role, influence, and dependence on the State, on the other hand, surfaced in times of political unrest.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_ajagnlesterluis_2000,
title = {"De Andra": afrikaner i svenska pedagogiska texter (1768-1965)},
author = {Ajagán-Lester, Luis},
year = {2000},
language = {swe},
publisher = {Stockholms universitets förlag},
keywords = {ethnicity; ideology; mentality; school texts; “the other”; “otherness”; racism; racialization; education},
abstract = {This study examines the way in which the image of the Sub-Saharan peoples is presented in the schools texts used in Sweden. The concept of ‘educational texts’ includes both used reading books and school texts for teaching geography. This study primarily concentrates on educational texts from 1768 up to 1965.The guiding questions of this research are as follows: What are the social factors that have contributed to shaping a certain image of Africans? What kind of messages concerning Africa may be detected in school texts? What type of emphasis can be perceived (in Africa’s discursive field)? What messages emanating from other cultural contexts have led to the elaboration of Swedish texts about Africa? How was the Swedish mental chart about Africa structured? What social identities led to the making of such texts? What type of ‘knowledge’ has been excluded from these school texts?The theoretical guidelines that organise this research are founded in Mikhail Bakthin’s critical discourse analysis and dialogism, the socio-semiotics approach and Raymond Williams’ notion of selective tradition. Raymond Williams’ notions of dominant culture transmission indicate that this process is characterised by selectivity of existing knowledge in a given historical period.The material has been classified into four periods. The first embraces the period from 1768 to 1850. It is characterised by its emphasis on the cultural differences between Africans and Europeans, who were considered sub-human and civilised, respectively. The second period - 1850 to 1920 - introduced the racial bias into the corpus of school texts. The metonymic language identifies Blacks with inferiority and Whites with superiority. During this period, school texts reproduce without criticism the colonialist’s arguments. The texts are permeated by oppositions of the type ‘we, the civilised’, ‘they, the barbarians’, ‘culture’ vs. ‘non-culture’, ‘religious’ vs. ‘pagans’, etc.The third period covers texts from mid-1920s till the end of the 1950s. School texts are impregnated of virulent scientific racism. Craniology and the idea of hereditary racial superiority or inferiority structure the examined texts.School texts of these three periods tend to monology and single-emphasis. In the early 1960’s - the last period under examination - witnesses the emergence of texts without racist contents. This period saw the appearance of books providing space for a large variety of voices and their main feature is dialogical. The stress on the difference between ‘them’ and ‘us’ gives way to the ‘similarity’ among cultures. This was the period of the gradual disappearance of such way of thinking that opposes ‘civilisation’ (us) and ‘barbarous’ (them).Our research indicates that the processes of selection of school knowledge play a fundamental role in cultural reproduction. The fact of having conceded a privilege position to some knowledge and disregarded others, led to the emergence - for almost 200 years - of a clear object in school discourse: the “alien-inferior-other”.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_fagerbergpenny_2000,
title = {Att ge liv: aspekter av fruktbarhet i tid och rum},
author = {Fagerberg, Penny},
year = {2000},
language = {swe},
publisher = {Stockholm University},
keywords = {education},
abstract = {The aim of the study is to explore the context in wich fertility - to give life - is perceived. Human beings are by necessity constructing meaning in order to survive, it is a part of their biological preconditions. Meaning is created and constructed in a society and a culture at a given historic time. Apart from the symbolic systems of culture and language, it is man's ability to describe and express experience in narrative form which is central for the creation and construction of meaning. In myth man's eternal search for truth and meaning is expressed, and myth can therefore be viewed as keys to the spiritual development of man. Rites and rituals are forms of symbolic acting, often used for major life transitions.This thesis consists of three interrelated parts, two different historical perspectives and one empirical study. The first historical perspective tries to show that the mystery and importance of lifegiving has been central to man since the beginning of time, the second historical perspective describes how the present Swedish system of maternal health care came into being and also give as well as its aims and guidelines of today. The empirical study is an interview study with women who are first- time- mothers- to- be and their partners. The female informants are either between twenty and twentyfive years of age, or thirtyfive years and older. A total of twentythree informants have been interviewed three times each, seven female and and seven male informants in the younger age group and six female and three male informants in the older age group. Two interviews were made with each informant during late pregnancy, and a third interview when the baby was between two and a half and three months old.The findings include that having children is a conscious decision today, since it goes without saying that contraception and abortion are within easy reach in Sweden. The decision is based on 1. the experience of living in a safe and solid love relationship which is perceived in a life long perspective and 2. having the practical living conditions - work, economy, housing etc. - that make it resonable to believe that the-child-to-come will be well provided for. One important finding when analysing the interviews is the informants search and need for confirmation all through the process of - conception - pregnancy - giving birth - welcoming a new life to this earth. Two modern rites and one modern ritual were found in the material. The screening ultrasound within the maternal health program is one, since it makes it possible to 'see' that there is life in the female womb. By making the unseen seen it transforms the foetus into a social reality. The second modern rite is the use of baptism as a tradition rather than a religious rite, the name giving is a confirmation of a new life, a special individual who takes up its place in the human community. The visits to the maternal health clinic can be seen as a modern ritual, and is the only societal and cultural guidance and recognition offered today.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gerdingran_2022,
title = {EDUHEALTH 2.0 – (re)examining social justice pedagogies across different contexts and from different perspectives},
author = {Gerdin, Göran},
year = {2022},
journal = {Presented at ECER (European Conference on Educational Research), Yerevan, Armenia, September 1-10, 2022},
language = {eng},
keywords = {education; sport science},
abstract = {As a compulsory school subject, Health and Physical Education (HPE) has a mandate, responsibility, and potential to contribute to lifelong physical activity, health and well-being. The World Summit on HPE (1999) proposed that HPE is potentially the most effective educative forum for providing the skills, attitudes, knowledge, and understanding for lifelong health and well-being (Doll-Tepper & Scoretz, 2001). However, we need to go beyond assuming that educating individuals to take responsibility for their own health is sufficient. Complex and layered forces have an impact on the health and well-being of individuals and we must address these forces at societal level. In a world of increasing diversity, with many established democracies consumed by capitalist individualism and protectionist ideals, a focus on equity and social justice is relevant (Azzarito et al., 2017). Increasing levels of ethnic, religious, cultural and sexual diversity, require us in the teaching profession to develop responses to inequality and injustice. For instance, with the recent increase in immigrants and refugees the EU is currently facing one of its biggest challenges. Conflicts in countries such as Syria, Iraq and Afghanistan have meant that in 2015 160,000 people applied for asylum in Sweden, of which 70,000 were children (in Norway, 32,000 people including 5,000 children). A key concern for Sweden, Norway and the EU is how best to promote and ensure positive health outcomes for its increasingly multi-cultural population. The pandemic of Covid-19 is also a shared global concern, and highlights the urgency for a solid knowledge base among citizens, a well-equipped health care system, reduced socio-economic differences and thereby increased social justice, better to meet similar future threats.EDUHEALTH 2.0 is a collaborative research project that will examine the role school HPE can play in contributing to better and more equitable health outcomes for the people of the EU and beyond. To facilitate this process, the project will build on the solid foundation of the recently completed project on social justice teaching practices in HPE across Sweden, Norway and New Zealand, EDUHEALTH (Gerdin et al., 2019, 2020; Linnér et al., 2020; Mordal Moen et al., 2019; Philpot et al., 2020, 2021; Schenker et al., 2019; Smith et al., 2020) which will inform the theoretical and methodological base underpinning this new iteration of the project. However, this new project will expand on the previous project by including two new contexts (South Africa and Australia) and added data collection methods: analysis of HPE curriculum documents; students’ experiences of inclusion and social justice; and doing action research with teachers on further developing teaching practices for social justice. In this paper will outline and discuss these new contexts and data collection methods as well as present some initial findings.For long, there has been extensive advocacy for social justice pedagogies in HPE but few articulations and concrete examples of the enactment of such pedagogies in HPE teaching practice. The EDUHEALTH 2.0 project will therefore employ an innovative ‘bottom-up’ approach to understand how HPE teachers teach for equity and social justice in their classrooms and how the students experience and perceive such teaching practices. Data collected from HPE teaching practices and teachers’ and students’ experiences/perceptions of these will draw on the principles of Critical Incident Technique (CIT) methodology (Tripp, 2012).However, an important part of understanding these practices involves an analysis of broader political and societal factors that shape those practices, and in particular how the HPE curriculum, as being the product of those political and societal agendas, dictates what HPE teaching practice should involve. Thus, this proposed project will also conduct an analysis of HPE curricula in each country. Analysis of the HPE curriculum documents will consist of two parts. The first part is to analyse and understand the framing and potential HPE practice; characteristics of the HPE concepts are defined, the semantic relations between the concepts are sorted out, and systems of concepts are created (Zimmermann & Sternefeld 2013). The second part is to analyse the curricula documents by using linguistic tools from systemic-functional grammar (Butt et al 2012). Findings from the linguistic and grammar analysis will be framed by the broader political and societal factors in each country.Our ‘three-pronged’ approach in this project will additionally involve doing action-research with HPE teachers to better our understanding of how social justice pedagogies can be further developed and implemented in practice across different contexts. The action-research with the HPE teachers will involve us as researchers actively working with the participant teachers in further developing and refining social justice pedagogies in HPE practice. To do so, we will draw on ‘Participatory Action-Research’ (PAR) (Alfrey & O’Connor, 2020).The knowledge generated through this action-research will, together with the data collected from the teachers and students as well as the HPE curriculum analyses, provide a form of triangulation of the data and hence not only represents different sets of data but also strengthens the validity, credibility, trustworthiness and generalisability of the findings (Bryman, 2016). Data from HPE curriculum analyses, CIT observations and interviews and action-research will be analysed through thematic analysis (Braun & Clarke, 2013).The findings and outcomes of this research project will inform educational policy, curriculum makers and the creation of intervention strategies intended to assist HPE teachers in the EU and beyond to further refine and develop their practices to become more inclusive and engaging, thus helping to contribute to healthier citizens and societies.}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_aspengrenevald_2002,
title = {"Så tänker jag om tro och liv i andra länder": Barns tankar om andra kulturer i ett didaktiskt perspektiv. En studie av 200 uppsatser, skrivna av grundskoleelever på temat tro och liv i andra länder.},
author = {Aspengren, Evald},
year = {2002},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {qualitative rnethod; didactics of history; religion; geography; social science; how children think about democracy; solidarity; equality; war; suffering; natural catastrophes; environrnent care; pedagogisk metodik; grundksolan; elevers föreställningar; religionsundervisning; kulturskillnader},
abstract = {The subject of this study is how elementary school pupils look upon foreign cultures. Two hundred children have written essays about what they think about thoughts and belief in other countries.The analysis shows that democracy, justice and equality are very important conceptions within children's general view of life. The children are deeply sympathetic to the plight of poor people in the world, especially when they suffer from war and natural catastrophes. When the children try to explain what happens in the world, religion has no great importance.The children's great degree of empathy gives the impression that it is desirable and imperative to find a suitable didactic way to teach them about the situation in the world so they can understand it.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2014_3,
title = {Redaktören hälsar},
author = {Berglund, Jenny},
year = {2014},
journal = {Religion och Livsfrågor},
volume = {3},
pages = {4--5},
language = {swe},
keywords = {religionskunskap; historical studies; historiska studier},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bertellmaths_2016,
title = {Spår av fornnordisk religion i nutiden},
author = {Bertell, Maths},
year = {2016},
journal = {Religioner, livsåskådningar och etik},
pages = {159--172},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB},
keywords = {religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bystrmerica_2016,
title = {Kyrkorummet - ett rum för lärande},
author = {Byström, Erica},
year = {2016},
journal = {Stiftsliv},
volume = {1},
pages = {2--2},
language = {swe},
publisher = {Växjö},
keywords = {kyrkopedagogik; kyrkorumspedagogik; religionspedagogik}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonurban_2008,
title = {Samlingsrecension: Religion, skole og integration i Danmark og Sverige, Udfordringer til Folkekirken och Nyfiken på Danmark - klokare på Sverige},
author = {Claesson, Urban},
year = {2008},
journal = {Kyrkohistorisk årsskrift},
number = {108},
pages = {296--299},
language = {swe},
publisher = {Lund och Uppsala : Svenska kyrkohistoriska föreningen},
keywords = {komparation; danmark; sverige; nationsbygge; folkkyrka; religionsundervisning; integration},
issn = {0085-2619}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2019_6,
title = {Förord},
author = {Franck, Olof and Hall, Emma and Liljefors Persson, Bodil},
year = {2019},
journal = {Religionskunskapsämnet i fokus},
pages = {7--11},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
keywords = {religionskunskap; skolämne; religion}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jnssonrune_2004,
title = {Vad är rätt och rättvist?: enligt niondeklassare},
author = {Jönsson, Rune and Liljefors Persson, Bodil},
year = {2004},
journal = {Religion & Livsfrågor},
volume = {2},
number = {37},
pages = {20--21},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {skolverket; nu03; årskurs 9; religionskunskap; etiska dilemmor; rättvisa; rätt; solidaritet; människosyn},
abstract = {En kortfattad artikel baserad på den nationella utvärderingen som genomfördes av Skolverket 2003, NU03. Här fokuseras hur elever resonerar kring olika etiska dilemmor, bl.a. kring rättvisa, solidaritet och människosyn.},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2012,
title = {Islamofobi som pedagogisk utmaning},
author = {Larsson, Göran},
year = {2012},
journal = {Religion & Livsfrågor},
volume = {1},
pages = {6--7},
language = {swe},
keywords = {islamofobi; europa; religionsundervisning},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2018,
title = {Multinarrativ som pedagogisk metod - ett temanummer o läromedel},
author = {Larsson, Göran and Mattsson, Christer},
year = {2018},
journal = {Religion & Livsfrågor},
volume = {1},
pages = {4--5},
language = {swe},
keywords = {multinarrativ; läromedel; israel; palestina; historiedidaktik; religionsdidaktik},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongran_2018_1,
title = {“Studying Islamic theology at European universities”},
author = {Larsson, Göran},
year = {2018},
journal = {Imams in Western Europe. Developoments, Transformations, and Institutional Challenges, (eds.) Mohammed Hashas, Jan Jaap de Ruiter and Niels Valdemar Vinding},
language = {eng},
publisher = {Amsterdam : Amsterdam University Press},
keywords = {imam-education; academic islamic theology; sweden; uppsala}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindgrendnbirgit_2005,
title = {Unga människors syn på tro och livsåskådning},
author = {Lindgren Ödén, Birgit},
year = {2005},
journal = {Religionsmöten och religiös mångfald},
pages = {34--41},
language = {swe},
publisher = {Uppsala : Swedish Science Press},
keywords = {religionsdidaktik; värderingsförändringar; faith and reason; tros- och livsåskådningsvetenskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lingvallstefan_2008,
title = {Den frånvarande samen},
author = {Lingvall, Stefan},
year = {2008},
journal = {R & L : religion & livsfrågor : aktuellt för undervisningen},
volume = {2},
pages = {18--19},
language = {swe},
publisher = {Solna : Föreningen Lärare i religionskunskap},
keywords = {religionsdidaktik; läromedel; läromedelsanalys; samisk religion; religion/theology; history of religion; humanities and religion; humaniora och religionsvetenskap},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordstrmkarin_2004,
title = {Detachment and Relatedness – the Tension of a Twofold Moral Pedagogy in Confirmation Work in the Church of Sweden},
author = {Nordström, Karin},
year = {2004},
journal = {Towards a European Perspective on Religious Education},
pages = {222--234},
language = {eng},
publisher = {Skellefteå : Artos & Norma},
keywords = {religious education; autonomy; relational; subject didactics; ämnesdidaktik}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_olivestamcarle_2006_1,
title = {Religionsdidaktik : teori, perspektiv och praktik},
author = {Olivestam, Carl E.},
year = {2006},
language = {swe},
publisher = {Liber}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_olofssonhans_2023_1,
title = {Religion},
author = {Olofsson, Hans and Nordin, Magdalena},
year = {2023},
language = {swe},
publisher = {Gleerups},
keywords = {religionskunskap; religion - study and teaching}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_olssondavid_2011,
title = {Nordisk ämnesdidaktisk forskning i SO-ämnen: En inventering},
author = {Olsson, David},
year = {2011},
language = {swe},
publisher = {Centrum för de samhällsvetenskapliga ämnenas didaktik},
keywords = {ämnesdidaktik; geografi; religionskunskap; samhällskunskap; subject-specific education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2015_3,
title = {Changes in pupil-responses in RE in three different school classes, in three different spaces and places},
author = {Osbeck, Christina},
year = {2015},
journal = {The European Network for Religious Education in Europe through Contextual Approaches (ENRECA), Vienna 9-11 April},
language = {eng},
keywords = {religious education; classroom; social studies}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2010_2,
title = {Etik i religionskunskap och skola},
author = {Osbeck, Christina},
year = {2010},
journal = {Religion och livsfrågor},
language = {swe},
keywords = {subject didactics; religious studies and theology},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plankkatarina_2012,
title = {Duala och multipla religiösa och kulturella identiteter},
author = {Plank, Katarina},
year = {2012},
journal = {Religionsvetenskapliga kommentarer},
language = {swe},
keywords = {religion; identitet; julfirande; religionsundervisning; kristendom; buddhism}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_poljarevicemin_2021,
title = {Islamofobi, kritisk reflektion och religionsundervisning},
author = {Poljarevic, Emin and Olsson, Susanne and Svalfors, Ulrika and Löfstedt, Malin},
year = {2021},
journal = {Didaktisk dialog i högre utbildning},
pages = {65--84},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_reimerseva_2021,
title = {Traditioner som ingår i det kulturarv som överförs i skolan},
author = {Reimers, Eva and Puskás, Tünde},
year = {2021},
journal = {Traditionernas didaktik},
pages = {23--41},
language = {swe},
publisher = {Malmö : Gleerups},
keywords = {religionsdidaktik; förskola; traditioner},
abstract = {Kapitlet beskriver och diskuterar hur svenska förskolor traderar och iscensätter religiösa och sekulära traditioner.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2025,
title = {Människor i mellanläge: Religionsdidaktik för tiden som kommer},
author = {Ristiniemi, Jari},
year = {2025},
journal = {Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet},
pages = {233--246},
language = {swe},
publisher = {: Högskolan Väst}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2018_1,
title = {Enhet och mångfald - Arvet från religionsfenomenologin},
author = {Roos, Lena},
year = {2018},
journal = {Signum},
number = {8},
pages = {29--33},
language = {swe},
keywords = {religionsfenomenologi; nathan söderblom; geo widengren; kognitionsforskning; religionsdidaktik},
issn = {0347-0423}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schllerqvistbengt_2011,
title = {Introduction},
author = {Schüllerqvist, Bengt},
year = {2011},
journal = {Patterns of Research in Civics, History, Geography and Religious Education},
pages = {5--11},
language = {eng},
publisher = {Karlstad : Karlstad University Press},
keywords = {subject matter didactics; civics; geography; religious education}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sorgenfreisimon_2015,
title = {Tankar om en taktil religionsdidaktik},
author = {Sorgenfrei, Simon},
year = {2015},
journal = {Religion och livsfrågor},
volume = {1},
pages = {1},
language = {swe},
issn = {0347-2159}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2025_3,
title = {Barns livsfrågor och skolans svar: introduktion och teoretiska utgångspunkter},
author = {Sporre, Karin and Osbeck, Christina},
year = {2025},
journal = {Barns livsfrågor och skolans svar},
pages = {7--32},
language = {swe},
publisher = {: Natur och kultur},
keywords = {l issues; religious education; curricular studies; subjectification; gert biesta}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2012_1,
title = {Den sorglöst försumliga kyrkan: Belyst norrifrån},
author = {Straarup, Jørgen and Ekberg, Mayvor},
year = {2012},
language = {swe},
publisher = {Artos & Norma bokförlag},
keywords = {religionsundervisning; kristendomsundervisning; kyrkostatistik; folkskola; kyrka; sociology of religion; religionssociologi},
abstract = {En av Svenska kyrkans församlingar i norra Sverige ber två religionsvetare i Umeå genomföra en undersökning om religiösa funderingar och seder. De två intervjuar och skickar frågeformulär efter konstens alla regler till invånare i Bottneå (så har församlingen kallats i boken). Den bild av Bottneå som framkommer jämförs sedan med en liknande bild av Luleå stift i vilket Bottneå ingår, och av Svenska kyrkan som helhet. Det är inte en bild som i alla avseenden är angenäm för Svenska kyrkan. Utan att stå på riktigt säker vetenskaplig grund påstår de två religionsvetarna att bilden av hela Sverige nog inte skiljer sig särskilt mycket från bilden av Bottneå. Ur kyrklig synvinkel är bilden av Bottneå möjligen mer positiv än av kyrkan som helhet. Inte nog med det! De två religionsvetarna påstår att det kyrkliga lågvattenmärket bör ses som ett resultat av kyrkliga försummelser. Svenska kyrkan har inte krävt kompensation av svenska staten för att den offentliga skolan avlägsnat sig från kristendomsundervisning, och kyrkan har inte byggt upp ett eget sätt att förmedla innehållet i kristendomen till nya generationer. Försumligheten har lett till okunskap inte bara om kristna trosföreställningar utan även om kyrkan som sådan. Därav kommer ointresset av att delta i kyrkans verksamhet, det vill säga det som resultaten i Bottneå visar.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sultnsjqvistmadeleine_2011,
title = {Kulturarv eller kritiskt tänkande?},
author = {Sultán Sjöqvist, Madeleine},
year = {2011},
journal = {Sans : existentiellt magasin i upplysningens anda},
volume = {4},
pages = {28--29},
language = {swe},
publisher = {Lidingö : Sans media},
keywords = {sekularisering; religionskunskap; skola; sociology of religion},
issn = {2000-9690}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_teodorowiczhellmanewa_2014,
title = {The Place of Christianity in Swedish Primary Schools: Historical Outline and Contemporary Social Discourse},
author = {Teodorowicz-Hellman, Ewa},
year = {2014},
journal = {Religion long forgotten. The importance of Religion in Education towards civil society},
pages = {173--190},
language = {eng},
publisher = {Kraków : Impuls},
keywords = {religionskunskap; religion i skola; svensk skola; kristendomen; history of religion; statskunskap; history of sciences and ideas}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2020_1,
title = {Ockult populärkultur och övernaturlig erfarenhet bland unga (autistiska) svenskar: Vems ’religion’ undervisar vi om?},
author = {Visuri, Ingela},
year = {2020},
journal = {Årsbok / Föreningen lärare i religionskunskap},
pages = {40--54},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap},
keywords = {religionsdidaktik; övernaturliga upplevelser; ockultur; kognitionsvetenskaplig religionsforskning; populärkultur; intercultural studies; interkulturella studier},
abstract = {När jag som ung religionslärarstudent introducerades till Hjalmar Sundéns rollteori öppnades en ny värld för mig. I detta kapitel vill jag dela med mig av hur Sundéns tankar fört mig vidare in i det nya fält som kallas kognitionsvetenskaplig religionsforskning, och hur detta i sin tur fått mig att skifta fokus från vad människor tror till vad de upplever. Detta perspektivskifte utmanar tidigare antaganden kring den generation av elever som idag befinner sig i våra klassrum: är svenska majoritetsungdomar verkligen så sekulariserade som många tror? Mitt ärende berör också möjligheten att bjuda in eleverna att dela med sig av sina egna erfarenheter via ett underutnyttjat medium; nämligen ockult populärkultur.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wiktorinpierre_2020_2,
title = {TV-serien Kalifat som utgångspunkt för religionsundervisningen},
author = {Wiktorin, Pierre},
year = {2020},
journal = {Religion & Livsfrågor},
volume = {1},
number = {50},
pages = {11--13},
language = {swe},
publisher = {Uppsala : Föreningen Lärare i Religionskunskap},
keywords = {religionsdidaktik; populärkultur; kalifat; islam},
abstract = {Tv-serien Kalifat (SVT) kan med fördel användas i religionsundervisningen för att visa på olikheter inom islam samt hur vissa religiösa positioner tydligt kan relateras till såväl socioekonomiska förhållanden och effekter av migration på religiositet. Kalifat kan även användas för att illustrera hur såväl lockelsen till ett maximalistiskt religiöst liv som motståndet mot ett sådant kan yttra sig i en aktuell kontext. Läraren behöver dock uppmärksamma problematiken med den tydliga uppdelning i "onda" och "goda" muslimer som utgör en väsentlig del av handlingen i Kalifat.},
issn = {0347-2159}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sterhanschristian_1997,
title = {Religious Education as a Wedge in the Process Identity Creation},
author = {Öster, Hans Christian},
year = {1997},
journal = {The Child in Contemporary World},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franciaguadalupe_2016,
title = {Developing education policy to support the rights of refugee Children to Education: Reflections from Sweden and the Republic of Ireland},
author = {Francia, Guadalupe and Parker-Jenkins, Marie and Edling, Silvia},
year = {2016},
language = {eng},
abstract = {This paper draws on research designed to provide an understanding of the Convention of the Right of the Child and policy strategies targeted to assist newly arrived refugee children in Ireland and Sweden. The study analyses the responses of these two European welfare states and the use of political strategies to support new refugee children’s right to education at a time of increased social, ethnic and religious conflict in the world. .We utilise ‘Social Representations Theory’ as a useful theoretical starting point for understanding education policy processes targeting specific groups and communities. In line with Moscovici (2001), Chaib & Orfali (Eds.) (2000), Jodelet (2011, 2015), we argue that the analysis of social representations gives relevant knowledge about how groups and individuals construct, communicate and share different versions of the world. Social representations are values, norms and knowledge systems that enable individuals to orientate themselves in their social world (Moscovici, 1984, 2000, 2001). These representation systems function as common explanations of the real world constructed and shared by members of a social group and are communicated through words, media images, objects and behaviours. Social representations are socially shared practical knowledge that aims to inform social behaviours and communications and help individuals everyday transactions in a complex social world (Jodelet, 1989, 2011;2015) and deal with contradictions in relation to policies targeted for vulnerable groups (Gilly 1989).MethodMethodologically, key political documents regarding current national strategies implemented by Irish and Swedish national authorities were analysed. The documents were analysed by posing the following questions: • Which social representations of refugee children are present in the education policies/ suggested in these texts? • Which strategies to guaranteed refugee children’s ‘right to education’ are related to social representations? • What do the responses of Sweden and Ireland tell us about regarding the relationship between social representations and strategies? Further, in relation to these questions, the reading of the texts focused on a number of aspects, such as: Descriptions of newly arrived refugee children in the political texts; arguments to legitimise the introduction of strategies. The extent of education policy on education for refugee children is included in these arguments; the emphasis on ‘children’s rights’ and the underpinning of human rights law in the form of the European Convention on Human Rights to which both countries are a party; references to leading research on Children’s rights and on Newly arrived refugee children in these descriptions and arguments for strategies. The analysed documents are the following: • The European Convention on Human Rights, • The Convention of the Right of the Child • The European Union Charter of Fundamental Rights, • The European Social Charter and UN Human Rights Treaties • The Irish constitution (Ireland) • The Aliens Act 1935& The Aliens Order 1946 (Ireland) • The amended regulations implementing the EU Rights of Residence Directives (Ireland) • The Immigration Act 1999 (Ireland) • National Budget for Ireland and Sweden 2014-2016 • National School Acts and school regulation documents for Ireland and Sweden • Swedish School Inspectore report 2014:03 Education for newly arrived refugee pupils Quality Evaluation [Skolinspektionens rapport 2014:03 Utbildningen för nyanlända elever, Kvalitetsgranskning](Sweden) • The Swedish National Agency for Education documents target to newly arrived refugees pupils (Sweden)Expected OutcomesThis on-going research study demonstrates how social representations of child refugees can be used by political actors in leading education policy processes as an interpretation system to manage immediate political needs and to reconcile with European treaty obligations. Finally, the paper shows how education research focused on Children Rights can be used in the development of leading education policies targeted to assist vulnerable groups in Europe at a time of significant of global conflicts.ReferencesCapps R., Newland K., Fratzke S., Groves S., Fix M., McHugh M., and Auclair G. (2015) The Integration Outcomes of U.S. Refugees: Successes and Challenges. . Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/integration-outcomes-us-refugees-successes-and-challenges. Chaib, M. & Orfali, B. (2000) (Eds). Social Representations and Communicative Processes. Jönköping:Jönköping University Press. Gilly, M. (1989). Les représentations sociales dans le champ éducatif. In D. Jodelet (ed). Les représentations sociales.(363-386). Paris: Presses Universitaires de France. Jodelet, D. (1989) Représentations sociales: un domaine en expansion. In D. Jodelet, D. (ed). Les représentations sociales.(31-60). Paris: Presses Universitaires de France. Jodelet, D. (2011) Aportes del enfoque de las representaciones sociales al campo de la educación [Contributions from the Social Representations Approach to the Field of Education] Espacios en Blanco - Serie indagaciones - Nº 21 - Junio 2011 (133-154)http://www.scielo.org.ar/pdf/eb/v21n1/v21n1a06.pdf Jodelet, D, (2015) Représentations sociales et mondes de vie. Textes édités par Nikos Kalampalikis. Collection Psycologie du Social. Paris, Éditions des Archives Contemporaines. Kumin J. (2015) Kumin J. (2015) Welcoming Engagement: How Private Sponsorship Can Strengthen Refugee Resettlement in the European Union. Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/welcoming-engagement-how-private-sponsorship-can-strengthen-refugee-resettlement-european McHugh M. and Sugarman J. (2015) Transatlantic Symposium Report: Improving Instruction for Immigrant and Refugee Students in Secondary Schools Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/transatlantic-symposium-report-improving-instruction-immigrant-and-refugee-students Moscovici, S. (1984). Social representations. Cambridge: Cambridge University Press Moscovici, S. (2000). Social representations. Explorations in Social Psychology. Oxford: Black¬well. Moscovici, S. (2001). Why a Theory of Social Representations. In K. Deaux & G.Philogène (eds.). Representations of the Social. 8-35. Oxford: Blackwell Publishers. Papademetriou D.G. (2015) Beyond Asylum: Rethinking Protection Policies to Meet Sharply Escalating Needs (Transatlantic Council Statement) Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/beyond-asylum-rethinking-protection-policies-meet-sharply-escalating-needs-transatlantic}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahonensirkka_2013,
title = {Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina},
author = {Ahonen, Sirkka},
year = {2013},
journal = {Nordidactica},
volume = {1},
pages = {90--103},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {history education; post-conflict society; post-conflict reconciliation},
abstract = {A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023_3,
title = {Еllen Key’s views to religion education for sustainable developmentin Swedish primary schools},
author = {Chorna, Viktoriia},
year = {2023},
journal = {Quality of Life in Global and Local Contexts},
pages = {588--596},
language = {eng},
publisher = {Opole : The Academy of Applied Sciences – Academy of Management and Administration in Opole},
keywords = {ellen key; religion education; sustainable development; swedish primary school},
abstract = {This article is related to an essential aspect of modern pedagogy of sustainable development – namely, its development in Sweden.This country was one of the first to support the idea of sustainability. Within the framework of this article, the author clarified the concept of «sustainable development»; the role of religious education in the implementation of sustainable development ideas in Swedish primary schools are outlined; the views of one of the vital Swedish educators of the XX century E. Key to the role of Religious Education and its influence on the «sustainable development» of students is characterised.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2014_1,
title = {Educational media in Sápmi: religious instruction in a missionary context (1619-1811)},
author = {Lindmark, Daniel},
year = {2014},
journal = {Bildungsgeschichte: International Journal for the Historiograpy of Education},
volume = {1},
number = {4},
pages = {51--62},
language = {eng},
publisher = {Bad Heilbrunn : Verlag Julius Klinkhardt},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria},
issn = {2192-4295}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_arvolaorlanderauli_2012,
title = {"That is a very interesting question": On answers and answerability in religions education, science studies and swedish.},
author = {Arvola Orlander, Auli and Granath, Gunilla and Bergdahl, Lovisa},
year = {2012},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonderlippemarie_2011,
title = {Reality Can Bite: Perspectives of Young People on the Role of Religion in Their World},
author = {von der Lippe, Marie},
year = {2011},
journal = {Nordidactica - Journal of Humanities and Social Science Education},
volume = {2},
number = {1},
pages = {15--34},
language = {eng},
publisher = {Karlstad : CSD},
keywords = {religion; identity; ethnicity; diversity; young people/adolscents; discourse; school; and religious education; religious studies and theology},
abstract = {Despite the vast research on young people and identity issues in recent years, little is still known about the role of religion in adolescents’ lives across various ethnic, religious, and belief-related scenarios. The overall sense is that young people in general do not care about religion, and religion is of little or no importance in their daily lives. This article contributes to that discussion through extensive qualitative interviews with students from different ethnic, religious, and non-religious backgrounds. An analysis of these interviews yields explanations that complicate and sometimes even challenge widely held assumptions about young people and religion, and add new information and nuances to the general understanding of the interplay between ethnicity, religion, and skin colour. This study is part of a larger European project on young people and religion in education (REDCo). Focusing on students aged 14-16, and their discursive constructions on religion and diversity, the findings also contribute important knowledge to school in general, and for religious education teachers in particular.},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2013,
title = {Religious Education Teachers Conceptions of "Religion" and its Implications for Citizenship},
author = {Liljestrand, Johan and Olson, Maria},
year = {2013},
language = {eng},
abstract = {Depictions and presentations of what “religion” comprises is an important part of religious education. In order to introduce religion as a subject matter in school, the teacher has to rely on some portrayal or distinction of the notion of religion for the students. However, the notion of religion is not only part of basic school knowledge. Different conceptions of the meaning and event of religion or the different ways of characterizing the basic functions of religion, also contribute to the ways in which we grasp the impact or non impact of religion in social life.This paper addresses how teachers in comprehensive secondary education describe religion. Religious studies teachers can be seen as socialisation agents with the professional task to educate students for participation in society. Their depictions of “religion” does not only have an individual or cognitive signification, but also has implications for how students are approaching what counts as religion or religious and for what and who that become excluded and included in these depictions. Taking on the relationship between the teachers’ depictions and presentations of religion and the implications of them as regards the students’ notions of life in society the teachers’ voices on the notion and subject matter of religion become interesting to explore as an important part of the curricula, and further, for their assignment to see to the students’ democratic citizenship.In this paper we approach the teachers’ descriptions not as abstract definitions but as social actions in an educational setting, which is intimately linked to the wider social and societal omission of seeing to this assignment. The purpose is more specifically to study religious studies teacher’s descriptions and presentations of “religion” and its possible consequences for democratic citizenship in our times. The paper is based on a recently carried out empirical study that involves nine semi-structured interviews (5 m + 4 f) in the Swedish comprehensive secondary school.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_nordstrmkarin_2009,
title = {Autonomie und Erziehung: Eine ethische Studie},
author = {Nordström, Karin},
year = {2009},
language = {ger},
publisher = {Verlag Karl Alber},
keywords = {autonomy; relational autonomy; inter-subjectivity; dependence; moral education; authenticity; pedagogical paradox},
abstract = {Within a modern legitimacy paradigm of moral education, autonomy has traditionally been ascribed a legitimating function in relation to moral education. Moral education is thought to be legitimate as long as it is conceptualized and practiced as aiming towards autonomy. The normative relation arising between autonomy and moral education is thereby expressed in the pedagogical paradox, based on a pedagogical principle which assumes that freedom restraining pedagogical actions can facilitate autonomy as an aspect of moral maturity. Ethically, the pedagogical paradox is expressed by an understanding of temporal restrictions of freedom as justified by an overarching goal of autonomy. Hence, beyond the assumption of a causal pedagogical relation, there is also a statement of a normative relation between autonomy and moral education. This dissertation investigates the normative relation between autonomy and moral education, as it is established within the modern legitimacy paradigm of moral education, but challenged by concepts of autonomy which understand autonomy, not as opposed to dependence, but within dependencies of various kinds. This task contains two interrelated questions: Can the legitimacy of moral education be based on autonomy as an educational goal? And in what sense is autonomy a legitimate educational goal? A clarification of the premises of the modern legitimacy paradigm of moral education renders its basic assumption of compensating opposition as problematic. Following a characterization of autonomy as an extensive and blurred pedagogical goal and a description of moral education as situations characterized by mutual dependencies, a coherence oriented justification model is suggested. It advocates legitimacy as constituted in an orientation towards a coherent relation between pedagogically articulated claims and philosophically articulated ideals of moral education. Moral education is described from an ethical perspective in terms of two constituting claims: asymmetry and direction. These two claims are, based on findings from childhood research, further identified as adequate claims, insofar as they are understood, in turn, as dialectic and risky. The claims of dialectic asymmetry and risky direction are then related to various concepts of autonomy. This results in a concept of autonomy as a competent way of dealing with inter-subjective and intra-subjective dependence. Aspects, such as mutual respect and cooperation, search for meaning and trust, and a balance between slowness and spontaneity, are identified as essential for a concept of autonomy coherent with adequate claims of moral education. The application of a coherence oriented justification model turns autonomy as an educational goal into an ideal within which moral education is taking place, rather than a remote goal towards which education is striving. While the pedagogical paradox is depicted as an irrelevant basis for a legitimate normative relation between autonomy and moral education, any pedagogical claims concerning autonomy as an educational ideal must be very modest.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2007,
title = {Din tro eller min? Religionskunskap för gymnasiet kurs B},
author = {Hornborg, Anne-Christine and Appelros, Erica and Röcklinsberg, Helena and Jansson, Torsten and Plank, Katarina},
year = {2007},
language = {swe},
publisher = {Natur och Kultur},
keywords = {lärobok i religionskunskap för gymnasiet; fortsättningskurs},
abstract = { Lärobok i religionskunskap för gymnasiet, fortsättningskurs}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mauritsalexander_2018,
title = {Vikten av underbyggda samtal om undervisning och studenters lärande},
author = {Maurits, Alexander and Mårtensson, Katarina},
year = {2018},
journal = {Pedagogiska dilemman},
pages = {7--11},
language = {swe}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_bistrmelin,
title = {Narratives of change in sex education: An analysis of Swedish lower secondary level textbooks in biology and religion},
author = {Biström, Elin},
language = {eng},
keywords = {change; sex education; sustainable development; sexuality; esd},
abstract = {Sexuality is a central aspect of life and health and achieving sustainable sexuality is of crucial importance. Education is commonly viewed as essential for achieving sustainable sexuality as well as sustainable development in general. Fostering action competence is a key aspect of education for sustainable development, and educational policy today. The ‘action’ element of action competence directs attention to behaviours targeted at bringing about change. Understanding change is, therefore, a crucial aspect of education for sustainable development. This makes it relevant to study representations of change in education materials. Representations of change are furthermore a central part of sex education. This article takes an interest in narratives of change in textbook content on sexuality. The aim is to analyse themes in narratives of change in Swedish textbooks for early teens. Key findings include a tendency towards teleological narratives of change with non-controversial, utopian goals. Change is furthermore commonly constructed as moving from beliefs to scientific knowledge, and from discrimination to tolerance. Narratives of change often do not discuss political aspects of change, and they are often marked by utopianism and dehistoricisation. These circumstances limit the abilities of textbooks to support the development of action competence for sustainable sexuality.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plantingbergloosara_2024,
title = {Könsidentitet, genus, sexualitet och relationer - religions- och biologiämnet möts på naturvetenskapligt program},
author = {Planting-Bergloo, Sara and Britton, Thérèse},
year = {2024},
journal = {SO-didaktik},
volume = {14},
pages = {60--69},
language = {swe},
keywords = {subject learning and teaching; ämnesdidaktik},
issn = {2002-4525}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_4,
title = {Divergent opinions and controversial issues in the Religious Education classroom practice},
author = {Flensner, Karin K},
year = {2019},
language = {eng},
keywords = {educational science}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_alfredssonjohan_2016,
title = {”Kluvenhetens momentum” – på jakt efter högskolepedagogiska principer för att utnyttja lärarstudenters kluvenhet mellan lärar- och -student},
author = {Alfredsson, Johan},
year = {2016},
journal = {Högskolepedagogiska texter},
pages = {1--10},
language = {swe},
keywords = {teacher training; teaching dilemma; learning support},
abstract = {I detta paper utgår jag ifrån vilka högskolepedagogiska överväganden som går att göra utifrån det faktum att varje lärarstudent är student i lärsituationen under utbildningen, och pedagog i lärsituationen efter utbildningen, dit lärarutbildningen syftar. Jag talar om denna grundläggande förutsättning som en kluvenhet mellan de två delarna ”lärar-” och ”-student” i ordet ”lärarstudent”, en kluvenhet som många lärarstudenter har, och bör ha. I min egen undervisningspraktik från olika lärarutbildningar upplever jag att denna kluvenhet alltid är en betydelsefull högskolepedagogisk faktor i en förhållandevis svår balansakt mellan de två lärsituationerna. Fel använt tenderar det momentum som kluvenheten därmed innebär att fort ett problem i undervisningen, med resultatet att studenterna inte känner sig bekväma med vare sig den litteratur eller den undervisning som används på deras lärarutbildningskurser. I mitt paper utreder jag några metoder för att genom att verbalisera detta momentum göra det till ett stöd i lärandet, något som kan hjälpa studenterna att se sin egen lärarprofessionalitet, sina styrkor och svagheter, och att i första hand vara en närvarande auktoritet (i ordets bästa bemärkelse) och låta relationen och kommunikationen mellan elever och lärare vara i fokus.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_widheolle_2020,
title = {Högläsning som estetisk praktik. Att läsa tillsammans med äldre elever},
author = {Widhe, Olle and Elam, Katarina},
year = {2020},
journal = {Bildning, utbildning, fortbildning. Trettonde nationella konferensen i svenska med didaktisk inriktning ; Linköping 22-23 november 2018 / redaktörer: Maritha Johansson, Bengt-Göran Martinsson, Suzanne Parmenius Swärd.},
pages = {81--93},
language = {swe},
publisher = {Linköping : SMDI - Nationella nätverket för svenska med didaktisk inriktning},
keywords = {högläsning; kroppslighet; estetiska lärprocesser},
abstract = {Artikeln syftar till att undersöka situationer då lärare ägnar sig åt högläsning tillsammans med äldre elever. Materialet utgörs av ett fokusgruppssamtal med tre erfarna svensklärare i Västra Götaland, en från högstadiet och två från gymnasiet. Genom lärarnas samtal får vi kunskap om vad högläsning tillsammans med äldre elever kan innebära och vilken plats den kan tilldelas i undervisningen. Vårt resultat pekar mot att högläsning inte enbart hör hemma i undervisningen av yngre elever, ovana läsare, nyanlända elever eller elever med särskilda behov. Tvärt om visar det sig att lärarna ser många generella fördelar med högläsning och att den även tycks uppskattas av eleverna själva. Parallellt med detta visar undersökningen att högläsning inte bör reduceras till enbart en metod för att uppnå andra lärandemål. Med utgångspunkt i analysen av lärarnas samtal genereras här tre begrepp, högläsningskonvention, estetiskt delande och auditiv föreställning, vilka understryker att högläsning tillsammans med äldre elever kan tillskrivas en estetisk dimension med ett eget värde.},
issn = {1651-9132}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_blixmalin_2025,
title = {Undersökande litteraturundervisning},
author = {Blix, Malin and Randahl, Ann-Christin},
year = {2025},
journal = {Skönlitteratur i andraspråksundervisningen: Symposium 2025 / Mikael Olofsson, Kristina Aldén, Maria Wiksten (red.).},
pages = {62--75},
language = {swe},
publisher = {Stockholm : Liber}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_blixmalin_2022,
title = {Undersökande litteraturundervisning i flerspråkiga klassrum},
author = {Blix, Malin and Randahl, Ann-Christin and Olin-Scheller, Christina},
year = {2022},
journal = {Svenska med didaktisk inriktning, SMDI 15, Lund 23–24 november 2022.},
language = {swe}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_blixmalin_2024,
title = {Undersökande litteraturundervisning i flerspråkiga klassrum},
author = {Blix, Malin and Randahl, Ann-Christin and Olin-Scheller, Christina},
year = {2024},
journal = {Femtonde konferensen i svenska med didaktisk inriktning},
pages = {79--88},
language = {swe},
publisher = {Lund : Lunds universitet},
keywords = {swedish as a second language; svenska som andraspråk; comparative literature},
issn = {2002-2018}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_boglindann_2016,
title = {Från fabler till manga 2: Litteraturhistoriska och didaktiska perspektiv på ungdomslitteratur},
author = {Boglind, Ann and Nordenstam, Anna},
year = {2016},
language = {swe},
publisher = {Gleerups Utbildning AB},
keywords = {svenska med didaktisk inriktning; swedish and education; ungdomslitteratur; svenskämnets didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_boglindann_2014,
title = {Svenskämnets mötesplatser},
author = {Boglind, Ann and Holmberg, Per and Nordenstam, Anna},
year = {2014},
journal = {Mötesplatser. Texter för svenskämnet / Ann Boglind, Per Holmberg, Anna Nordenstam (red.)},
pages = {13--24},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {svenskämnet; läroplanshistoria; skolhistoria}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_grinellklas_2026,
title = {Museipedagogikens potentialer},
author = {Grinell, Klas},
year = {2026},
language = {swe},
publisher = {Kulturförvaltningen, Göteborgs Stad}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonmadeleine_2023,
title = {Att använda historia},
author = {Larsson, Madeleine and Ludvigsson, David},
year = {2023},
journal = {Historiedidaktik i praktiken},
pages = {143--161},
language = {swe},
publisher = {Lund : Gleerups Utbildning AB},
keywords = {historiedidaktik; historieundervisning; historiebruk; historiekultur; historiemedvetande; historiska berättelser; historiekulturella artefakter; historieproducenter; historiska framställningar; lärobok},
abstract = {Kapitlet diskuterar en av de förmågor som historieämnet enligt Grundskolans kursplan (Lgr 22) ska utveckla hos eleverna: förmågan att reflektera över hur historia kan brukas i olika sammanhang och för olika syften.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2022,
title = {Begrepp för att analysera historiedidaktiska material},
author = {Ludvigsson, David},
year = {2022},
journal = {Teori i historisk praktik},
pages = {61--85},
language = {swe},
publisher = {Lund : Studentlitteratur AB},
keywords = {historiedidaktik; historiemedvetande; historiskt tänkande; teori},
abstract = {Texten diskuterar hur teoretiska begrepp kan användas i historiedidaktiska studier. Relationen mellan fråga och teori behandlas. Genus, historiskt tänkande, historiemedvetande och haptik tas upp som exempel på hur begrepp kan hjälpa till att formulera principiella perspektiv på empirin och härigenom göra resultaten mer meningsfulla.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2024,
title = {Lärarstudenter förbereder arbete med källor i historieundervisningen},
author = {Ludvigsson, David},
year = {2024},
journal = {Källor i historieundervisningen - mer än bara källkritik},
pages = {101--120},
language = {swe},
publisher = {Uddevalla : Historielärarnas förening},
keywords = {historieundervisning; lärarutbildning; källor; metodik; planering},
abstract = {Kapitlet behandlar en kurs som förbereder historielärarstudenter för att arbeta med källor i historieundervisning. Kursen är tänkt att hjälpa studenterna till ett reflekterat och medvetet förhållningssätt. Erfarenheter från fem års kursgivning tyder på att studenterna ser att källor kan användas både för dekonstruktion och rekonstruktion av det förflutna.Texten diskuterar kursens design, studenternas respons och val av fördjupningar, diskuterar tre studentarbeten, samt redovisar några avslutande reflektioner.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nordbladjulia_2011,
title = {Le rôle de l’hygiène dans le discours de la méthode directe, Bretagne et Tornédalie, 1880–1925: The role of hygienism in the discourse on the Direct Method, Brittany and Torne Valley, 1880–1925},
author = {Nordblad, Julia},
year = {2011},
journal = {Documents pour l'histoire du français langue étrangère ou seconde},
number = {2011},
pages = {2011},
language = {fre},
keywords = {language pedagogy; hygienism; minorities; torne valley; bretagne},
abstract = {Starting in the 1880s, the DM was used in national language teaching in linguistic minority regions in Sweden and France. The focus on hygienic themes in pedagogical manuals systematizing the DM attached the words of the national language to hygienic procedures. In this way, the national language was associated with a notion of cleanliness. Hygienism also entailed an anthropological interest in questions of cleanliness and dirtiness. The inhabitants of Brittany and Torne Valley were often described as particularly dirty, and this dirtiness became a sign of regionalism on their bodies. The DM exercises aimed at a transformation of the percieved dirty children of the province into clean pupils of the republic and nation. The discourses on regional difference within the nation differing between the two countries, hygienism yet played a similar role in Sweden and France, in making difference manageable in the framework of national language teaching.},
issn = {0992-7654}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordenstamanna_2024,
title = {”Ge allt!” Feministiska tecknade serier och känslor i gymnasiet},
author = {Nordenstam, Anna},
year = {2024},
journal = {Ahlin, L et al. 2024. Litteraturdidaktik och känslor: Litteraturdidaktisk nätverkskonferens 2021.},
pages = {367--290},
language = {swe},
publisher = {Stockholm : Stockholm University Press},
keywords = {tecknade serier; gymnasiet; känslor; litteraturdidaktik; sara granér; elias ericsson; ellen ekman; susanne fredelius},
abstract = {Anna Nordenstams ”Feministiska tecknade serier och känslor i gymnasiet” handlar om hur feministiska svenska serier för unga och vuxna kan ingå i litteraturundervisningen på gymnasiet. Det empiriska materialet utgörs av gymnasieelever på IB-programmets litteraturkurs och deras respons på ett urval av serier som utmanar dominerande normer: Susanne Fredelius ”Mensvärk” (2014) om mensvärk, Elias Ericsons ”Åror” (2013) om att vara trans, Ellen Ekmans ”Lilla Berlin”-serie om klimatförändring (2019) och Sara Granérs enruting (2012) om jämställdhet. Med hjälp av bland annat Sara Ahmeds teorier om känslor, semiotik (Groensteen, 2007) samt ironi och satir (Meijer Drees & de Leeuw, 2015) konstaterar Nordenstam att elevernas respons rymmer både positiva och negativa känslouttryck som medkänsla, glädje och frustration, men att de har svårare att uppfatta ironin i de samhällskritiska serierna. En slutsats är att de feministiska serierna ger goda förutsättningar till fruktbara analyser av hur känslouttryck kan gestaltas i text och bild och att gymnasieeleverna därigenom kan ”lära om och med serier om känslor”.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordenstamanna_2014,
title = {Introduktion. Äldre kvinnotidskrifter – Tidskrift för hemmet},
author = {Nordenstam, Anna},
year = {2014},
journal = {Nya röster. Svenska kvinnotidskrifter under 150 år, red. Anna Nordenstam},
pages = {7--18},
language = {swe},
publisher = {Möklinta : Gidlunds förlag},
keywords = {kvinnotidskrifter; feministiska tidskrifter; kvinnorörelse; litteratur; tidskrifter; svenska med didaktisk inriktning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordinmagdalena_2018,
title = {Att undervisa ämnesdisciplinöverskridande om normkritik− lärdomar från undervisning på läkarutbildningen},
author = {Nordin, Magdalena},
year = {2018},
journal = {Pedagogiska dilemman. Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2016 / red. Alexander Maurits & Katarina Mårtensson.},
pages = {109--121},
language = {swe},
publisher = {Lund : Lunds universitet, Humanistiska och teologiska fakulteterna}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_5,
title = {Nya röster. Svenska kvinnotidskrifter under 150 år},
year = {2014},
language = {swe},
publisher = {Gidlund},
keywords = {kvinnotidskrifter; feministiska tidskrifter; kvinnorörelse; litteratur; svenska med didaktisk inriktning}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_sandahljohan_2015,
title = {Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning},
author = {Sandahl, Johan},
year = {2015},
language = {swe},
publisher = {Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet},
keywords = {social science education; history education; social studies education; second-order thinking concepts; citizenship education; subject learning and teaching; ämnesdidaktik},
abstract = {The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_2020_3,
title = {Symposium: Education and Risk},
year = {2020},
journal = {Educational Theory},
volume = {1},
number = {70},
pages = {1},
language = {eng},
issn = {0013-2004}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_4,
title = {An easy buy? Life sklls education in the market place},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {Konferenspaper Nordic Conference on Religious Education 2013, June 10-13, Reykjavik, Iceland},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_5,
title = {Discourses from the extreme-the Manifest 2083 in a critical discourse reading},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {The Symposium "Kollektive erfaringer i samfunnsdidaktiske perspektiv". NOFA 4, 30/5, 2013. Trondheim, Norway.},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2012_2,
title = {"Manifest 2083- A Declaration of Independence". An analysis of discourses from the extreme.},
author = {von Brömssen, Kerstin},
year = {2012},
journal = {Globalization and School Subjects. Ämnesdidaktisk konferens, Karlstads Universitet 13-14/12, 2012.},
language = {eng}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_6,
title = {Skolan är en lättköpt arena-livskunskap i kritisk belysning.},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {Nordidactica},
volume = {2},
number = {2013},
pages = {2},
language = {swe},
keywords = {life competence education; social and emotional training; behaviourism; policy entrepreneurs; governmentality; sweden.},
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wiklundmartin_2012,
title = {Humanioras bruksvärde – om kunskapens användning och humanistiska kompetenser bortom instrumentalism},
author = {Wiklund, Martin},
year = {2012},
journal = {Humaniora i kunskapssamhället. En nordisk debattbok},
pages = {233--258},
language = {swe},
publisher = {Malmö : NSU press}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_petterssonper_2009,
title = {Sweden: Non-confessional and Confessional Education. Religious Education in Public Schools and in the Church of Sweden.},
author = {Pettersson, Per and Osbeck, Christina},
year = {2009},
journal = {How Teachers in Europe Teach Religion. An International Empirical Study in 16 Countries.},
pages = {211--226},
language = {eng},
publisher = {Berlin : Lit Verlag}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stolaremartin_2022,
title = {Kontinuitet och förändring i val av empiri i svensk historiedidaktisk forskning 1960-2021 [Continuity and change in the selection of empirical materials in history education research in Sweden 1960-2021]},
author = {Stolare, Martin and Ludvigsson, David},
year = {2022},
journal = {Historisk Tidskrift},
volume = {3},
number = {142},
pages = {380--410},
language = {swe},
publisher = {Stockholm : Svenska Historiska Föreningen},
keywords = {history education; empirical materials; knowledge actors; knowledge institutions; history didactics; historiedidaktik; empiri; källmaterial; intervjuer; observationer; licentiatforskarskolor; kunskapshistoria; kunskapsaktörer},
abstract = {I artikeln behandlas hur den historiedidaktiska forskningen i Sverige har förändrats i empiriskt hänseende, från 1960 till 2021. Till en början (1960–1976) baserades den historiedidaktiska forskningen på skriftliga källor, därefter (1977–1997) gjordes en rad småskaliga och ofta utvecklingsorienterade studier av undervisning, vilka byggde på intervjuer och observationer. Åren kring millennieskiftet (1998–2006) vidgades källorna till att omfatta nya typer av skriftliga material. Sedan skedde en expansion av historiedidaktisk forskning inom ramen för fleralicentiatforskarskolor (2007–2014), som i hög grad byggde på intervjuer samt på annat av forskaren skapat källmaterial. Under den sista perioden (2015–2021) framträder studier vilka är teoretiskt orienterade och i praktiken inte bygger på traditionella källkategorier. Sammantaget har användningen av empiri i historiedidaktisk forskning präglats av både kontinuitet och stark förändring. },
issn = {0345-469X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lidnanne_2013,
title = {Fredsmonumentet på Stora torget i Karlstad: Att utgå från offentlig konst i undervisning},
author = {Lidén, Anne},
year = {2013},
journal = {Spänningsfyllda erfarenheter - ämnesdidaktik i skilda kontexter},
pages = {89--110},
language = {swe},
publisher = {Stockholm : Stockholms universitets förlag},
keywords = {bildreception; konstpedagogik; offentlig konst; didactic science for teachers and teaching professions; didaktik med inriktning mot lärararbete och lärarprofession},
abstract = {Offentlig skulptur på gator och torg behandlas i denna studie både som konstverk och som kulturarv. Exempel ges på bildreception och bildtolkning av konstens bakgrund och kontext som ämnesdidaktiska verktyg i undervisning. Aktuella konstpedagogiska och bilddidaktiska teorier och metoder diskuteras i förhållande till tematisk ämnesintegrering mellan bild och SO-ämnena historia, religion och samhällskunskap samt svenska. Exempel ges på lärarplanering och elevfrågor i anslutning till studiebesök vid konstverket samt i efterarbete i klassrummet, såväl för grundskolans äldre åldrar som yngre åldrar. Valda verk är Ivar Johnssons bronsstaty Fredsmonumentet på Stora torget i Karlstad 1955 och Jenny Holzers minnesinstallation och textbänkar runt statyn från Monumentets historiska bakgrund tas upp både vad gäller unionsupplösningen mellan Norge och Sverige 1905 samt ceremonierna på årsdagen vid 50-årsjubileet 1955 respektive 100-årsmarkeringen Förändringar av bildreception och bildtolkning av dessa minnesgestaltningar tas upp utifrån frågor om bakgrund och beställare, olika medier och stadens torgbesökare. Egna upplevelser och egen konstvetenskaplig forskning kring Ivar Johnssons övriga skulpturer tas upp, men studien bygger även på idéhistorikern Magnus Rodells forskning om Fredsmonumentet samt konstvetaren Jessica Sjöholm Skrubbes forskning om offentlig konst i Sverige.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rosenqvistmiamaria_2006,
title = {Att skriva uppsats och examensarbete},
author = {Rosenqvist, Mia Maria and Andrén, Maria},
year = {2006},
journal = {Uppsatsens mystik},
pages = {11--112},
language = {swe},
publisher = {Uppsala : Hallgren & Fallgren}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2014_1,
title = {Religiosity and Engagement in Religious Studies: Attitudes among Swedish Students},
author = {Liljestrand, Johan},
year = {2014},
journal = {Religious Education Journal of Australia},
volume = {1},
number = {30},
pages = {31--36},
language = {eng},
abstract = {In Sweden RS (Religious studies) is a mandatory nonconfessional school subject, with the purpose to teach about religions and secular views of life. Such curricular design is connected to the development of Swedish society as one of the most secularized countries in the world with an increasing cultural and religious pluralism. Since school subjects aiming at citizenship education are more or less dependent on students’ engagement, this paper investigates whether such an engagement in RS is dependent on students’ religious vis-a-vis a secular orientation to life. The purpose of this paper is to investigate engagement for Swedish RS among religiously and non-religiously engaged groups of students in the Swedish secondary school. Eight items from the REDCO II questionnaire were used in this study. The result partly supported former studies on this subject. In the concluding section some didactic issues are discussed on the experience of religiously engaged students.},
issn = {0815-3094}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_christensentorbenspanget_2015,
title = {Editorial 2015:1: Fagdidaktiske artikler i religion geografi, historie og samfundsfag og review af svenske samfundsfagsdidaktiske afhandlinger},
author = {Christensen, Torben Spanget and Hobel, Peter},
year = {2015},
journal = {Nordidactica},
volume = {2015},
language = {dan},
publisher = {Karlstad : CSD Karlstad},
keywords = {samhällskunskap},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2017,
title = {The Becomings of Satanist Musicianship: A study of how black metal musicians describe their learning processes},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2017},
journal = {Nordisk musikkpedagogisk forskning},
number = {18},
pages = {179--198},
language = {eng},
publisher = {Oslo},
keywords = {black metal; informal music education; the sublime; bourdieu; subculture; music education; musikpedagogik},
abstract = {Research in music education has in the last decades become more attentive to musical learning through informal contexts. This article adds to the body of research by investigating the musical learning in a genre that is considered unacceptable and bad by most of society: Black metal. Through interviews with five young Black metal musicians from Sweden and Finland an interesting image was revealed of a musical practice that aims to fight evil by being evil, that worships enlightenment and the fulfilment of the individual potential and also detests religious organisations for suppressing people. The sonic is considered only a part of a gesamtkunstwerk where all parts of a performance are supposed to work together to create a feeling of fear or horror in the audience. The material opens up for interesting paths in music education when working with musical bildung and criticism of taken for granted truths, but at the same time presents a milieu where what is considered good by society is questioned.},
issn = {1504-5021}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2020,
title = {Bort med antiken eller fler timmar till historieämnet?: 2019 års revision av grundskolans kursplan i historia},
author = {Ludvigsson, David},
year = {2020},
journal = {Historielärarnas förenings årsskrift},
pages = {154--174},
language = {swe},
publisher = {Jönköping : Historielärarnas förening},
keywords = {historieundervisning; kursplan; kursplanerevision; antiken; stoffträngsel; grundskolan; skolverket},
abstract = {2019 presenterade Skolverket förslag på reviderade kursplaner för grundskolan. Förslaget till reviderad kursplan i historia ledde till omfattande debatt. Artikeln behandlar bakgrunden till kursplanerevisionen, Skolverkets revideringsprocess, Historielärarnas förenings roll i processen, debatten om kursplaneförslaget, samt diskuterar kvarstående utmaningar. Kursplanearbetet utgick från Skolverkets systematiska utveckling av styrdokument. Flera hundra historielärare fyllde i en ämnesenkät som utgjorde del av underlaget, när Skolverkets tjänstemän analyserade vilka behov som fanns. I fallet med ämnet historia drogs bland annat slutsatsen att det rådde stoffträngsel, det vill säga att ämnesinnehållet i kursplanen var för omfattande i jämförelse med antalet timmar som kunde disponeras för undervisning. Skolverkets förslag till reviderad kursplan innebar bland annat att äldre kulturers historia (inklusive antiken) inte längre skulle utgöra centralt innehåll i ämnet historia. Förslaget ledde till starka reaktioner, vilket i sin tur fick Skolverket att dra tillbaka det. Kursplanen bearbetades ytterligare innan den lämnades vidare till regeringen.},
issn = {0439-2434}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2020_1,
title = {Skolbarn relaterar till historiska platser},
author = {Ludvigsson, David and Johnsson Harrie, Anna and Stolare, Martin and Trenter, Cecilia},
year = {2020},
language = {swe},
publisher = {Riksantikvarieämbetet},
keywords = {kulturarv; kulturarvsmiljöer; historieundervisning; plats; haptik; affektiva praktiker; kamratkultur; exkursion; elev; lärare; historiedidaktik},
abstract = {Studien ”Skolbarn relaterar till historiska platser” analyserar hur kulturarvsmiljöer används i skolans undervisning, och som en viktig del därav hur skolbarn relaterar till sådana miljöer. Studien baseras på en digital enkät, observationer av skolklassers besök i kulturarvsmiljöer, intervjuer med elever, lärare och kulturmiljöpedagoger, samt berättelser och teckningar som producerats av elever i anslutning till deras besök. Teoretiskt används begreppen plats, haptik (haptics), affektiva praktiker (affective practices, immersion), kamratkultur (peer culture) och kunskap genom bekantskap (knowledge by acquaintance).Studien visar att grundskolelärare inom ramen för sin undervisning i historia besöker en varierad mängd kulturarvsmiljöer med sina elever. Många lärare har nämnt muséer, hembygdsgårdar, slott, kyrkor, klosterruiner, kyrkogårdar, torp, gamla industrier, forntidsbyar, fornminnen och även andra typer av historiska spår. Variationen speglar det historiska landskapet i den del av Sverige där studien genomförts. Men svaren knyter också tydligt an till grundskolans kursplan. Ett antal grundskolelärare besöker dock inte kulturarvsmiljöer; enligt vår enkätstudie är det en minoritet bland lärarna, men på grund av osäkert bortfall går det inte att säkert säga hur stor andelen är som inte besöker kulturarvsmiljöer.Flertalet lärare i studien uppger att de brukar kontakta guider, museipedagoger eller andra företrädare för kulturarvsmiljön inför ett besök. Besöken är enligt lärarna ofta men inte alltid integrerade med övrig undervisning. Ett annat motiv som lärare anför för att genomföra besöken är att eleverna ska lära sig mera om lokalsamhället och att besöket har att göra med lärarens ambition att ge eleverna lokal förankring, bildning och bidra till deras lokala identitet. Ett betydande antal lärare anför också elevernas lärande som det primära skälet till att besök i kulturarvsmiljöer genomförs. Dessa lärare talar om att mötet med fysiska platser erbjuder konkretion, vilket kontrasteras med det abstrakta historieämnet. Ord som används är till exempel ”visualisera”, ”konkretisera”, ”mer verkligt”, ”levande”. Dessa röster uttrycker att besöken ger en extra dimension till undervisningen och erbjuder en egen unik väg till historisk kunskap.En väsentlig aspekt av skolelevers möte med kulturarvsmiljöer är, som pekades ut av en del lärare ovan, att lärande kan stimuleras och ske med hjälp av flera sinnen. Vi har under analysen av observationer och intervjuer med elever fokuserat på kroppsliga, fysiska upplevelser och har ställt frågan på vilka sätt haptik leder till lärande när unga elever besöker historiska miljöer? Det haptiska lärandet sker på tre sätt. Den första aspekten av haptik handlar om beröring vilket i vårt material visas genom några uppenbart starka upplevelser då eleverna fått arbeta med sina händer. Det andra aspekten, andra kroppsliga erfarenheter, som att vandra, klättra och möta värme, kyla, buller och knott fick också eleverna att reflektera och fundera över livsvillkoren i det förflutna. Även det skolbarnen såg och hörde gjorde starkt intryck på dem under besöken i kulturarvsmiljöerna. I praktiken samspelar många sinnen under besök i en kulturarvsmiljö, varför det lärande vi definierat som baserat på syn och hörsel i praktiken också hänger ihop med lärande genom andra sinnen.Vid flera gruppintervjuer blev det tydligt att eleverna förhandlade med varandra om exkursionernas mening. Denna iakttagelse är i sig en bekräftelse på vårt grundantagande att kulturarv konstrueras genom en process och att besökarna kan finna olika saker meningsfulla. I elevernas tal om besöken i kulturarvsmiljöer finns ett starkt inslag av känslor, inte minst skratt och glädje. Elevernas humoristiska tolkning av händelser och iakttagelser under besöket tyder på att det är deras egen fysiska och mentala erfarenhet som är utgångspunkt när de talar om kulturarvsmiljön, snarare än den historiska berättelse som presenteras av vuxna. Elevernas egna livsvärldsreferenser påverkar hur eleverna relaterar till det förflutna.Genom att lyfta fram materiella aspekter, som kulturarvet, och koppla det till ett teoretiskt perspektiv (affektiva praktiker) har vi i detta projekt kunnat visa på de möjligheter som finns i ett bredare perspektiv på historiskt lärande.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2019,
title = {Fler lektionstimmar måste läggas på historieundervisning},
author = {Ludvigsson, David},
year = {2019},
journal = {Dagens Nyheter},
volume = {4},
language = {swe},
publisher = {Stockholm : AB Dagens Nyheter},
keywords = {historieundervisning; debatt; kursplan; grundskolan},
issn = {1101-2447}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2019_1,
title = {Het debatt i Sverige om kursplanen i historia},
author = {Ludvigsson, David},
year = {2019},
journal = {Kleio},
volume = {3},
pages = {40--41},
language = {swe},
publisher = {Helsingfors : Förbundet för lärarna i historia och samhällslära FLHS rf},
keywords = {historieundervisning; debatt; kursplan; grundskolan},
issn = {0356-181X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2020_2,
title = {Timmarna räcker inte till för historieundervisningen},
author = {Ludvigsson, David},
year = {2020},
journal = {Skolvärlden},
volume = {1},
pages = {1},
language = {swe},
publisher = {Stockholm : Lärarnas Riksförbund},
keywords = {historieundervisning; kursplan; debatt},
issn = {0037-6566}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2010_2,
title = {Selektiva traditioner i svensk islamisk religionsundervisning},
author = {Berglund, Jenny},
year = {2010},
journal = {Att söka kunskap},
pages = {132--176},
language = {swe},
publisher = {Stockholm : Liber}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2019,
title = {Gustav Vasa och skolans avfolkning: undervisningens roll i förhandling om traditionell religion under tidig reformationstid i Sverige},
author = {Evertsson, Jakob},
year = {2019},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
number = {95},
pages = {33--52},
language = {swe},
publisher = {Lund},
keywords = {church history; kyrkohistoria; education},
issn = {0039-6761}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2023,
title = {Den sekulära normen: perspektiv på svensk icke-konfessionell religionskunskapsundervisning},
author = {Flensner, Karin K.},
year = {2023},
journal = {Religioner, livsåskådningar och etik},
pages = {145--154},
language = {swe},
publisher = {: Gleerups},
keywords = {religlionsundervisning; mellanstadiet; gymnasiet}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_5,
title = {Att undervisa om religion och vetenskap: Med grund i ämnesplanen för religionskunskap},
author = {Franck, Olof and Stenmark, Mikael},
year = {2012},
language = {swe},
publisher = {Studentlitteratur},
keywords = {philosophy of religion; religionsfilosofi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gelfgrenstefan_2014,
title = {Upplevelse, skapande, digitala medier och religionsundervisning},
author = {Gelfgren, Stefan},
year = {2014},
journal = {Interaktiva medier och lärandemiljöer},
pages = {101--112},
language = {swe},
publisher = {Malmö : Gleerups Utbildning AB}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hallgrenroland_1996,
title = {Synpunkter på religionskunskapen.’Välsignelser och förbannelser’},
author = {Hallgren, Roland},
year = {1996},
journal = {Religion och livsfrågor},
volume = {1},
number = {96},
pages = {1},
language = {swe},
keywords = {study of religions}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hrenstamkjell_2000,
title = {Kan du höra vindhästen?: Religionsdidaktik - om konsten att välja kunskap?},
author = {Härenstam, Kjell},
year = {2000},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religious studies and theology}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2024_1,
title = {Religionsdidaktik och film. Exemplet Avatar (I)},
author = {Liljestrand, Johan},
year = {2024},
journal = {Religion och estetik},
pages = {120--127},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2018_2,
title = {Religionskunskapslärares resonemang om den komplicerade mångfalden},
author = {Liljestrand, Johan},
year = {2018},
journal = {Religion & Livsfrågor},
volume = {2},
pages = {9--10},
language = {swe},
keywords = {innovative learning; innovativt lärande}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2018_1,
title = {Religions, Beliefs and Worldviews Based on Students’ Questions – An Inclusive Education in a Diverse Society"},
author = {Osbeck, Christina and von Brömssen, Kerstin},
year = {2018},
journal = {Paper presented to the conference "Religious and Christian Education 2030 - National Perspectives for Future RE/CE", Ebernburg, 31st May-2nd June},
language = {eng}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlsonmarie_2014,
title = {Gender, ethnicity and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden},
author = {Carlson, Marie},
year = {2014},
journal = {NERA 42nd Congress, Education for Sustainable Development. Lillehammer, March 5-7, 2014.},
language = {eng},
keywords = {gender; ethnicity; citizenship; education policies; textbook analysis},
abstract = {What it means to be a citizen related to gender and ethnicity, inside and outside school differs between countries and socio-cultural contexts. This is very much evident in an on-going research project Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey. Simultaneous, and often contradictory, processes are of great importance of how the “right” future citizen is formed in mandatory schooling. This paper will focus on narratives about gender and ethnicity, which relates to two broader sets of issues in the project: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’? Theoretically/methodologically the project is linked to critical discourse analysis, which provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Empirical data consist of educational documents and curricula for subjects like history, civic and religious education in the three national settings. Selected textbook in the later years in the mandatory school system have been analyzed. Also interviews with politicians, educational bureaucrats, NGO activists as well as teachers and authors of textbooks have been conducted. In Turkey with recurrent turbulence on democratic issues in the contemporary society there are persistent discussions about democracy courses/citizenship education in school. Critics wonder if it is possible with such courses in a “difference-blind polity”. An analysis of the “gender regime” in Turkish textbooks shows that a more subtle analysis of the hidden discourses is necessary. Contradictions and contradictory messages are prevalent. In the Swedish case the country is – on the discursive level – described to be highly culturally diverse and mobile. Any shared conceptions of “a good citizen” in a heterogeneous nation like Sweden hardly exist. However in various empirical studies one still find dominant discourses on “Swedishness”. Likewise there is a narrative about Sweden as the world’s most gender equal country – this will be discussed and problematized in the paper. Key words: gender, ethnicity, citizenship, education policies, textbook analysis}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_4,
title = {Snow, kindpolicemen and healthcenters: Books and Worksheets in Islamic Religious Education in Muslim faith schools in Sweden},
author = {Berglund, Jenny},
year = {2007},
language = {swe},
abstract = {Jenny Berglund, Uppsala University“Snow, kind policemen and health centres”There is no teaching material specifically produced for Islamic religious education in Sweden. This means that teachers of Islamic religious education either produce their own teaching materials or import it from other countries. All teachers of Islamic religious education that are part of this study express frustration of the lack of relevant teaching materials. The quote in the title of this paper shows what one of the teachers misses in the teaching material that she uses, a teaching material that she does not find very relevant for the pupils in the Swedish society. The aim of this paper is to analyse and discuss how three teachers at three Muslim faith schools in Sweden choose and produce their teaching materials. The teachers’ way of choosing and producing teaching materials reflect different ways of relating their education to the situation of Islam in Sweden. It also reflects different ways of relating to the so called “common values” that are expressed in the national curriculum and that all schools that are financed by the state have to live up to.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_7,
title = {Etisk litteracitet - om filosofiska förutsättningar för att utveckla ämnesdidaktiska perspektiv med hänsyn till kursplanen i religionskunskap (Lgr11)},
author = {Franck, Olof},
year = {2013},
journal = {KLÄM. Konferenstexter om Lärande, Ämnesdidaktik och Mediebruk},
language = {swe},
publisher = {Umeå : Nationella nätverket för ämnesdidaktik, Umeå universitet}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_plantingbergloosara_2020,
title = {The entangled Swedish natural science sexuality education},
author = {Planting-Bergloo, Sara and Arvola Orlander, Auli and Jakobson, Britt},
year = {2020},
language = {eng},
abstract = {Engaging students in discussions about sex and relationships is hard, and the task is even more hampered by sexuality education interacting with and being framed by religiosity and secularism (Rasmussen, 2017). Yet, the sexuality education is by 49% of the Swedish youth (16-29-year old) considered as sufficient. The school provides reliable knowledge, but the young find themselves to have limited knowledge about gender, relationships, gender equality, norms and LGB perspectives (Public Health Agency of Sweden, 2017). Sexuality education is by tradition taught by biology teachers. Therefore, the area often has a physiological, natural scientific and secular outset (Bredström, Bolander, & Bengtsson, 2018), even though it nowadays is included in several other subjects. The Nordic sexuality education is often producing a distinction between disciplinary knowledges where knowledge in biology education is treated as scientific facts, whereas knowledge situated in the social sciences and ethics curricula is treated as topics of discussion. There is a need to challenge an existing separation of a biological sexuality education from its political, moral and religious context (Svendsen, 2017). The study aims to contribute to the field of sexuality education by identifying and exploring students’ conversations on virginity in upper secondary sexuality education. In the study, conducted in two classes of 17-18-year-old student’s, virginity was a recurring topic of conversation. With an outset in Baradian (2007) theory figurations of virginity appearing in the student conversations were explored, as well what the figurations enabled and produced in entangled material-discursive relations. The analysis of student conversations were also performed as a diffractive reading, which consisted of several readings of theoretical concepts in relation to the student conversations to construct ‘a process of thinking with the data and with the theory’ (Mazzei, 2014, p. 744). In the result the five figurations of virginity appearing in the student conversations indicate an educational need to address the phenomenon virginity from a broad range of perspectives. The result further explicate a need amongst researchers as well as practitioners to acknowledge both secular, cultural and religious perspectives in the production of natural scientific sexuality education. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2013_1,
title = {Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner},
author = {Lindskog, Annika and Franck, Olof},
year = {2013},
journal = {NOFA4 i Trondheim 29 - 31 maj 2013},
language = {swe},
abstract = {Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner Annika Lindskog, projektledare, och Olof Franck, bitr projektledare, Nationella prov i religionskunskap. Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. Det svenska Skolverket utvecklar för närvarande nationella prov i de fyra samhällsorienterande ämnena geografi, historia, samhällskunskap och religionskunskap för årskurserna 6 och 9. Proven ska spegla det centrala innehåll och de kunskapskrav som föreskrivs i de kursplaner som började gälla hösten 2011 inom ramen för reformen för grundskolan Lgr11, och de ska genomföras med början vårterminen 2013. Konstruktion och utvecklande av nationella prov I religionskunskap genomförs vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet. Under processens gång har ett samarbete utvecklats med olika skolor i syfte att inte bara politiska och byråkratiska krav och överväganden, utan också professionella lärares erfarenhet och kunskap, ska beaktas. Huvudsyftet med de nationella proven är att understödja likvärdig och rättvis bedömning och betygssättning, på samma gång som ett underlag för en analys av hur kunskapsmålen uppfylls både på skolnivå och i ett nationellt perspektiv tillhandahålls. En lång rad utmaningar har kunnat identifieras under det pågående arbetet – och nya utmaningar kommer att visa sig i framtiden. Några av dessa är relaterade till den grundläggande frågan hur valida och reliabla prov kan utvecklas i ett ämne vars själ rör djupa existentiella frågor om vad det innebär, och vad det tänkbarligen skulle kunna innebära, att vara en frågande, sökande människa.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_molloygunilla_2012,
title = {Varför är trollet svart og styggt? Två lärares arbete med elevers föreställning om etnicitet och religion i mötet med äldre texter},
author = {Molloy, Gunilla},
year = {2012},
journal = {Teorier om tekst i møte med skolens lese- og skrivepraksiser},
pages = {187--202},
language = {swe},
publisher = {Oslo : Universitetsforlaget}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2019,
title = {Femtio år med religionskunskap i den svenska skolan och Föreningen Lärare i Religionskunskap (FLR): speglade i dess årsböcker 1968-2007},
author = {Selander, Sven-Åke},
year = {2019},
journal = {Föreningen lärare i religionskunskap årsbok},
number = {50},
pages = {27--53},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap},
abstract = {Uppsatsen har som mål att ge en sammanfattande överblick över årsbokens innehåll under dess femtio första år, dvs. 1968-2017. Framställningen relateras till några av de begrepp som varit centrala i de läroplansdokument som antogs inom respektive period. I anslutning till dessa begrepp presenteras det innehåll som de olika årsböckerna behandlat inom den aktuella perioden i förhållande till ämnesutvecklingen i religionskunskap.},
issn = {0348-8918}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2007_1,
title = {Din tro eller min? Religionskunskap för gymnasieskolan, Kurs B},
author = {Hornborg, Anne-Christine and Appelros, Erica and Röcklinsberg, Helena},
year = {2007},
language = {swe},
publisher = {Natur och kultur},
abstract = {Lärobok i religionskunskap för gymnasieskolan, fortsättningskurs}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2018,
title = {Ethics education in compulsory school: Ethical competence in the light of ethical theories. Teachers perspectives on important ethical competences for their students to develop.},
author = {Lilja, Annika},
year = {2018},
journal = {The 44th Conference of the AME Association for Moral Education, 8-10 November, Barcelona},
language = {eng},
keywords = {ethics education; ethical theories; teachers perspective},
abstract = {Teachers’ perspective on important ethical competence for their students to develop In this study a variety of ethical lenses or voices are used in order to interpret, understand and characterize the expressed perspectives of teachers. 14 group interviews with all together 46 teachers teaching social studies, i.e. the four subjects Civics, Geography, History and Religious Education have been accomplished. Group interviews have taken place at the teachers’ school; they have been recorded and then transcribed. After that an abductive process inspired by a constructivist grounded theory (Charmaz, 2011) have been accomplished. Inspired by Tappan (2006) we have interpreted the ethical theories of Benhabib, Løgstrup, Nussbaum and Singer, as four different voices of ethics. Of course, these voices are a simplification of the theories. However, theses interpretations are useful in order to see that there are different emphasises in the landscape of ethical theory. The four philosophers express ethics in different voices (cf also Gilligan, 1982) and the interpretations and summaries of the teachers’ utterances have made us hear these voices in the teachers’ speech on ethical competence. The analysis have resulted in four identified capacities that the teachers want their student to develop; to understand, to act, to verbalize and to be persevering. These capacities always have a direction, they can be focused on an individual him-/herself, the fellow being or a social context. The direction of a capacity is in itself a value expression. The four identified capacities, with their directions show a wide understanding of ethics education, the teachers give a picture of an education that can be described as both implicit and explicit (c.f. Thornberg, 2008). The material could be interpreted as visualizing a tension between an egocentric and a sociocentric perspective. The most common direction of the teachers’ utterances concerns the competence to develop the individual him- or herself, but since pupils need to start in themselves in order to be able to gradually turn outwards, this is not surprising. We have interpreted the teacher’s language as a language applicable in school. The voices of the four philosophers illustrates languages, which work in a broader context. In this way the voices, used as an analytical tool, serve as an aid to emphasize the teachers’ utterances to a higher level of abstraction and thus expand our understanding of what the teachers regard as an important ethical competence for their students. References: Charmaz, K. (2011). A Constructivist Grounded Theory Analysis of Losing and Regaining a valued Self. In F.J. Wertz; K. Charmaz; L.M. McMullen; R. Josselson; R. Anderson & E. McSpadden. (Eds.), Five Ways of Doing Qualitative Analysis (p. 165 – 204). New York: The Guilford Press. Gilligan, C. (1982). In a different voice. Boston: Harvard University press. Tappan, M.B. (2006). Moral functioning as mediated action. Journal of Moral Education. 35(1), pp.1-18. Thornberg, R. (2008a). The lack of professional knowledge in values education. Teaching and Teacher Education 24 (2008) 1791– 1798.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2021,
title = {Döda religioner och talande källor i religionskunskapsundervisningen},
author = {Liljefors Persson, Bodil and Peter, Heike},
year = {2021},
journal = {Levd religion},
pages = {90--102},
language = {swe},
publisher = {Malmö : Föreningen lärare i religionskunskap (FLR)}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmjona_2020,
title = {Om anti-antisemittisme},
author = {Lindstrøm, Jon A.},
year = {2020},
journal = {Nordidactica},
volume = {2020},
pages = {1--25},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {antisemitism; israeli-palestinian conflict; jews and judaism; critique of religion and ideology; prevention of antisemitism in schools},
abstract = {No one can disagree that it is important to combat antisemitism to the extent it is about anti-Jewish racism, hatred of Jews based on false religious and ideological convictions, and attacks on fundamental civil rights for Jews. At the same time, it can be just as legitimate to criticize Jewish religion and ideology as other types of religion and ideology. Both positive and negative beliefs about Jews as a group can have some degree of validity. In our time, hostile attitudes to Jews is particularly connected to the Israeli-Palestinian conflict. Jews in the diaspora are not responsible for Israel’s policy towards Palestinians. Nevertheless, they will risk being disliked to the extent they sympathize with Israel. The present article discusses these general points within the specific didactic context of combatting antisemitism in schools. Public ardor to eradicate antisemitism may be in conflict with the spirit of critical inquiry that the school system ought to promote in a “community of disagreement”. },
issn = {2000-9879}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonhikitarja_2022,
title = {Early Childhood for Indigenous Sámi Children of Finland},
author = {Karlsson Häikiö, Tarja and Keskitalo, Pigga and Lohilahti, Liisa},
year = {2022},
journal = {Global perspectives in Early Childhood Education : Valuing local cultures / McLeod, N., Emem, E. E., Garrison, D., Boyd, D. & Daly, A. (Eds.).},
language = {eng},
publisher = {London : SAGE Publications},
keywords = {culture-sensitive education; early childhood education; indigenous children; preschool; sami children},
abstract = {This chapter focuses on the early childhood education of Sámi children in Finland, in the Finnish Sámi Homeland, located in the area of northern Finland, and outside this core area steered by the Early Education Act in Finland (Ministry of Education and Culture (2018) and the Early Childhood Education and Care Act 8.5.2015/540). We aim to discuss in this chapter how the Finnish Constitution’s wording ‘the Sámi have, as an indigenous people, the right to maintain and develop their own language, culture and traditional livelihoods’, will be realised in the context of early childhood education in relation to the Education Act as the planned and purposeful whole-child’s upbringing, teaching and care, with special emphasis on pedagogy. We recognise that every child from ‘ethnic, religious or linguistic minorities or persons of indigenous origin’ has the right to ‘enjoy his or her own culture … and religion’ (CRC, article 30, UNCRC, 1989). In combining the expertise of different academics, our aim is to describe the premises and starting point of Sámi early childhood education in Finland. An important question is how traditional Sámi childrearing practices and knowledge are taken into account in new settings in institutionalised education, with the aim of preserving the Sámi culture and identity of diverse learners. To do this, early childhood education must recognise the importance of different approaches to learning by working with and involving Indigenous communities.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindskogannika_2013_2,
title = {Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions.},
author = {Lindskog, Annika and Franck, Olof},
year = {2013},
journal = {NCRE Reykjavik 10-13 juni 2013},
language = {eng},
abstract = {The Swedish National Agency for Education is now organizing the development of national tests in the subjects of social sciences: Geography, History, Religious Education and Civics, for grades six and the nine (age 12 and 15). The tests are supposed to refer to the core content and the knowledge requirements presented in the relevant syllabuses included in the latest school reform launched in 2011 (Lgr11), and they are carried out, for the first time, in the spring of 2013. The construction of the tests in Religious Education is performed at the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. During the process, the project has initiated collaboration with various schools in order to develop tests in close connection, not only to political and bureaucratic demands, but also to the experience and knowledge of professional teachers. The main purposes of Swedish national tests are to support equal and just assessments and marking along with the provision of data for an analysis of how the knowledge goals are fulfilled at school level as well as on a national level. A lot of challenges have been identified during the work – and new challenges will meet in the future. Some of them are related to the basic question of how to develop valid and reliable tests in a subject whose “soul” could be said to touch profound existential questions concerning what it means, and what it possibly could mean, to be a searching human being.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrandfredrik_2011,
title = {Snuttefilmsprojektet i Gävleborg: en studie kring rörlig bild i förskolan},
author = {Lindstrand, Fredrik},
year = {2011},
language = {swe},
keywords = {förskola; meningsskapande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anwardjan_2003,
title = {Språkutveckling i skolan: praktik, teoretisk praxis och praktisk teori},
author = {Anward, Jan},
year = {2003},
journal = {Forskning av denna världen},
pages = {60},
language = {swe},
publisher = {Stockholm : Vetenskapsrådet},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {nullPraxisnära forskning är den forskning som bedrivs och utvecklas i nära anslutning till pedagogisk verksamhet. Med andra ord; forskning med en fot i klassrummet. Exempel som beskrivs i rapporten är bland annat språkutveckling i klassrummets undervisningsmiljö, lärandeprocesser vid användning av informationsteknik, elevers skapande av identiteter i skolans vardag och hur praktiska erfarenheter inom olika yrken kan fördjupas.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lyneniels_2007,
title = {Goda förebilder och tid för reflektion saknas: enkätstudie om medicinsk etik i läkarutbildningen},
author = {Lynöe, Niels and Engström, Ingemar and Löfmark, Rurik and Sallin, Karl and Uggla, Charlotta and Thulesius, Hans},
year = {2007},
journal = {Läkartidningen},
volume = {9},
number = {104},
pages = {676--678},
language = {swe},
publisher = {Stockholm : Sveriges läkarförbund},
keywords = {humanities and religion; humaniora och religionsvetenskap; medicine},
abstract = {Cirka tre fjärdedelar av läkarstuderande har varit i kontakt med goda förebilder, och drygt hälften har varit i kontakt med dåliga. En tiondel av läkarstuderande har enbart varit i kontakt med dåliga förebilder. Mindre än 40 procent har varit med om att läkare/lärare lyft fram etiska problem, och fler har erfarenhet av att läkare/lärare enbart ger sin egen bedömning utan att ge utrymme för diskussion. Det förefaller vara riskabelt att enbart förlita sig på att läkare/lärare fungerar som goda förebilder och att etikdiskussionen är integrerad i den kliniska undervisningen. För att utveckla ett etiskt förhållningssätt bör undervisningen i medicinsk etik kompletteras med kunskaper i den etiska grammatiken.},
issn = {0023-7205}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2025_2,
title = {Ethical Christianity as Education for Democracy: Swedish Teachers' Pedagogical Adaptation of Christian Education, 1920-1940},
author = {Hellström, Emma},
year = {2025},
language = {eng},
abstract = {Ethical Christianity as Education for Democracy: Swedish Teachers’ Pedagogical Adaptation of Christian Education, 1920–1950. For centuries, Swedish society was deeply rooted in Evangelical-Lutheran Christianity, which also played a significant role in primary school education. Luther’s Small Catechism was the primary textbook for instilling Lutheran doctrine in children. However, as Enlightenment ideas spread, along with changes within the church, increasing religious diversity, rapid industrial development, and democratization processes, the strong Lutheran influence began to be questioned at the dawn of the 20th century (Moberger 1963). These changes became evident 1919, with the introduction of a new curriculum for Swedish primary schools. The previous teaching in Christianity was seen as incompatible with a democratic society which emphasized freedom of thought. As a result, the exclusive focus on Evangelical-Lutheran Christianity was reduced. Luther’s Small Catechism, once used to instill faith, should now be treated as a historical document. The emphasis thus shifted from the dogma advocated by the Church of Sweden to a broader Christian message, particularly the ethical teachings found in Jesus parables and the Sermon on the Mount (Algotsson 1975). For a long time, previous educational research has interpreted these changes as evidence of the secularization of Swedish primary schools, suggesting that Christianity lost its relevance in shaping citizens (Englund 1986). However, I argue that Christianity, although redefined, remained an important national, cultural, and ethical symbol within education throughout the 20th century (Buchardt 2021; Hellström 2024). By examining how teachers described Christian education between 1920 and 1950, it is possible to challenge previous ideas about the secularization of Swedish primary schools. This paper explores how teachers adapted Christian education to new pedagogical ideals between the 1920s and 1950s. Regardless of their personal views on Christianity, many teachers emphasized the universality and importance of Christian ethics in shaping democratic citizens. However, for the concept of universal ethics to have a meaningful impact, it was essential to dismantle the dogmatic doctrine that fueled conflicts between different groups. Hence the focus shifted to the immanent and ethical aspects of Christianity. Christian ethics were seen as closely aligned with the pupils’ daily lives and, due to its universal appeal, capable of uniting individuals from diverse backgrounds around a common ethical language. Despite the perceived universality of Christian ethics, many teachers still believed that correct ethical behavior depended on faith in God. It was also emphasized that the democratic mission of education should be rooted in Christian principles, with the Christian individual being regarded as the ideal model of citizenship. While certain aspects of faith were downplayed, Christianity remained central to many teachers. By emphasizing ethics over divisive theological issues, teachers helped shape a form of Christianity grounded in consensus rather than conflict. This approach enabled Christianity to serve as an ethical foundation in the Swedish “People’s Home”, aligning to new pedagogical and societal ideals, while preserving its relevance in shaping democratic citizens. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_anwardjan_1983,
title = {Språkbruk och språkutveckling i skolan},
author = {Anward, Jan},
year = {1983},
language = {swe},
publisher = {Liber förlag},
keywords = {barnspråk; humanities and religion; humaniora och religionsvetenskap},
abstract = {I den här bokens tolv kapitel, skrivna mellan 1975 och 1983, utvecklar jag en teori om skolans roll i den individuella språkutvecklingen (begränsad till enspråkig utveckling). Boken är disponerad på följande sätt:Första delen, som tjänar som bakgrund till resten av boken, utgörs av mitt bidrag till Basfärdigheter i svenska. Dar presenterar jag en syn pa språkkunnande som ar både bredare och djupare an den traditionella ordförrad-plus-grammatik-synen. Denna syn på sprakkunnande utgör utgångspunkten för den teori som utvecklas i del II.Andra delen består av fyra sammanflätade framställningar:av språkliga verksamheters beståndsdelar: deltagare, ämnen och relationerna dem emellan: replikväxlingar, språkspel och genrer;av språkliga verksamheter som helheter: en genre, en uppsättning replikväxlingstyper (ett turtagandemönster) och en uppsättning språkspel (ett bidragsmönster), bestämda av verksamhetens maktstruktur, som i sin tur ar bestämd av verksamhetens sociala funktioner;av språkutveckling som en fortlöpande utvidgning av en repertoar av roller i språkliga verksamheter;och av undervisning som språklig verksamhet: en verksamhet vars maktstruktur, bestämd av undervisningens grundläggande sociala funktion, textreproduktion, tillåter elever att delta och bidra på ett antal olika nivåer och därmed tenderar att reproducera deras språkliga förkunskaper, som ihop bildar en teori om språklig verksamhet och språkutveckling i allmänhet och undervisning som språklig verksamhet och medium för språkutveckling i synnerhet.Denna del utgör också den gemensamma slutrapporten för de båda SÖ-finansierade projekten "Det talade sprakets funktion i skolan" (1975-1978) och "Kommunikativ utveckling" (1979-1981).I tredje delen, slutligen, diskuterar jag hur en undervisning som inte reproducerar elevernas språkliga förkunskaper utan istället bidrar till att de utvidgar sina repertoarer av språkliga roller skulle kunna se ut.Jag har fått uppmuntran, uppslag och konstruktiv kritik från väldigt många under den tid jag har arbetat med kapitlen i den här boken. Ett särskilt tack vill jag rikta till Jens Allwood, Karin Dahl, Gun Källstigen, Ulf P Lundgren, Olaug Rekdal, Kerstin Severinson-Eklundh, Tove Skutnabb-Kangas, Ulf Teleman och Sven Öhman.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2005_2,
title = {Samtal och grammatik: Studier i svenskt samtalsspråk},
year = {2005},
language = {swe},
publisher = {Studentlitteratur},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {Samtalsspråkets grammatik, finns den? Frågan kan tyckas överraskande, men för de flesta människor är grammatik förknippat med skriftspråk och med skolans språkundervisning. Den traditionella grammatikforskningen har mestadels byggt på skriftspråket. Den här boken vill visa att också det fritt flödande, oreflekterade talet i dialoger och flerpartssamtal följer grammatiska regler, även om dessa delvis är av annan art och framsprungna ur andra praktiker än skriftspråkets. Syftet med boken är att beskriva strategiskt valda, återkommande grammatiska strukturer som kan bilda underlag för fortsatta talspråksgrammatiska studier.Syftet med boken är att beskriva strategiskt valda, återkommande grammatiska strukturer som kan bilda underlag för fortsatta talspråksgrammatiska studier. Alla studierna bygger på audio- och videoinspelningar av autentiska, spontana samtal, såväl institutionella som vardagliga, personliga.Detta är den första bok som på svenska presenterar det nya forskningsområdet interaktionell lingvistik för en större läsekrets. Förutom som ett inlägg i den vetenskapliga debatten, är den tänkt att användas på olika nivåer i den akademiska undervisningen i sociolingvistik, samtalsforskning och grammatik.Den kan också med fördel nyttiggöras inom andra ämnen, t.ex. sociologi, och ge viktiga insikter till studerande inom utbildningar till olika service- och människovårdande yrken.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_qvistjenny_2005,
title = {I samhörighetens tjänst. Användningen av pronomen 'han' och 'hon' i initialposition.},
author = {Öqvist, Jenny},
year = {2005},
journal = {Samtal och grammatik. Studier i svenskt samtalsspråk.},
pages = {139--156},
language = {swe},
publisher = {Lund : Studentlitteratur},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {Samtalsspråkets grammatik, finns den? Frågan kan tyckas överraskande, men för de flesta människor är grammatik förknippat med skriftspråk och med skolans språkundervisning. Den traditionella grammatikforskningen har mesta-dels byggt på skriftspråket. Den här boken vill visa att också det fritt flödande, oreflekterade talet i dialoger och flerpartssamtal följer grammatiska regler, även om dessa delvis är av annan art och framsprungna ur andra praktiker än skriftspråkets.Syftet med boken är att beskriva strategiskt valda, återkommande grammatiska strukturer som kan bilda underlag för fortsatta talspråksgrammatiska studier. Alla studierna bygger på audio- och videoinspelningar av autentiska, spontana samtal, såväl institutionella som vardagliga, personliga.Detta är den första bok som på svenska presenterar det nya forskningsområdet interaktionell lingvistik för en större läsekrets. Förutom som ett inlägg i den vetenskapliga debatten, är den tänkt att användas på olika nivåer i den akademiska undervisningen i sociolingvistik, samtalsforskning och grammatik.Den kan också med fördel nyttiggöras inom andra ämnen, t.ex. sociologi, och ge viktiga insikter till studerande inom utbildningar till olika service- och människovårdande yrken.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2013_8,
title = {"Educational ethics and the concept of ethical literacy. An inquiry of the representation of ethics in some textbooks with regard to the new syllabus for the subject of religion in compulsory school (Lgr 11) in Sweden".},
author = {Franck, Olof},
year = {2013},
journal = {Mitt konferensbidrag till NERA:s konferens i Reykjavik 7 - 10/3 2013 på temat Disruptions and eruptions as opportunities for transforming education},
language = {eng},
abstract = {Abstract – Paper Proposal Title Educational ethics and the concept of ethical literacy. An inquiry of the representation of ethics in some textbooks with regard to the new syllabus for the subject of religion in compulsory school (Lgr11) in Sweden Author Olof Franck, Senior lecturer. Expert in the Swedish National Agency´s work with developing new syllabuses for the subject of religion in the school reforms Lgr11 and Gy11. Research topic / aim Which representations of ethics is produced and reproduced in the textbooks published to be used within the teaching in accordance with the new syllabus for the subject of religion in compulsory school? The aim of the study is to inquire how to interpret the representations of ethics in the textbooks chosen with regard to the concept of ethical literacy. Theoretical and methodology framework The concept of ethical literacy is analyzed with regard to some approaches in normative ethics, and with reference to some interpretations of the concepts of critical and religious literacy, respectively. The conclusions from this analysis will pave the way for identifying some possible interpretations of the concept of ethical literacy, which will be applied to the representations of ethics in the chosen textbooks. (Expected) conclusions / findings The inquiry is intended to generate conclusions relevant to an analysis of what kind of representations of ethics there is to be found in textbooks used in present education in religion. Relevance to Nordic Education Research Given the role textbooks often play in educational practice, it seems important to investigate how to interpret their representations of ethics, especially since moral issues are included in the core content and the knowledge requirements in the new syllabus of religion. Attachment to NERA-network and/or symposium The inquiry will generate a foundation for interpreting certain parts of educational ethics, for example with reference to phronesian premises and perspectives. It seems as an appealing opportunity to get the analysis dealt with in the Nordic Society for Philosophy of Education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2020,
title = {It was like the existential questions went out the window! Why should they not, they are so inconvenient.: Perceptions on religious studies education in Swedish upper secondary school, 10 years after the reform},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2020},
language = {eng},
keywords = {utbildningsvetenskapliga studier; studies in the educational sciences}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonlena_2016,
title = {The relevance of worldview perspectives in science education},
author = {Hansson, Lena},
year = {2016},
language = {eng},
abstract = {In research focusing science education in western countries, worldview perspectives have been rather neglected (with prominent exceptions such as the research by William Cobern). More specifically this is the case concerning science education in Europe. Often worldview issues are instead raised mostly in relation to indigenous cultures, and to some extent in research focusing religious issues in relation to science education in western countries. However, also in secular countries such as Sweden, students' worldviews should be of interest for science educators. During the presentation I will, with the starting point in previous research by myself and colleagues, highlight the value of worldview perspectives on science education also in "secular" countries. Such a perspective could contribute to our understanding of what happens in the science classroom, and shed light on questions such as why some students have difficulties understanding science (while others have not), and why some students are uninterested in science (and others view science as very much for them). Implications for science education - research and practice - will be raised. E.g. it will be suggested that worldview presuppositions should be discussed in science class as part of other nature of science perspectives.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_5,
title = {What about music?: The Use of Songs and Music in Islamic Religious Education in Muslim faith schools in Sweden},
author = {Berglund, Jenny},
year = {2007},
language = {swe},
abstract = {The Use of Music in Islamic Religious EducationWhat is music? This question has been discussed through the history of Islam and different scholar have had and still have different answers to the question. In many ways music is a controversial question as music in some Islamic traditions is considered sinful. In other Islamic traditions music has always been an important part of worship. Within the contemporary discussion about music in Islam it is possible to find Islamic hiphop artists, pop stars as well as the total ban of every kind of music. These differences as well as the question about what is music are visible in the Islamic religious education taught at Muslim faith schools in Sweden. In this paper I discuss how music is used, what purpose it serves and how the teachers motivate the use of different kinds of music within Islamic religious education. The differences are construed in relation to the ideological positions of the teachers. The paper is based an ethnographic study in three different Muslim faith schools in Sweden.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_plantingbergloosara_2019,
title = {Daring to stay with the trouble: Exploring boundaries in upper secondary school sexuality education},
author = {Planting-Bergloo, Sara},
year = {2019},
language = {eng},
abstract = {UNESCO states the importance of enabling students to reflect on social norms, cultural values and traditional beliefs in sexuality education. However, engaging students in conversations about sex, identity and relationships is attested difficult. The task is even more hampered by sexuality education interacting with and being framed by cultural backgrounds, religiosity, and secularism. The research project takes its theoretical departure from a feminist and critical approach, where scientific production is seen as situated, and where the researcher creates a history in which she is involved. Sex, sexuality and sexuality education are seen as varying across time and place and the study aims to contribute to the field of sexuality education from a Swedish context. Sexuality education is in upper secondary school included in the interdisciplinary course Science studies as well as in the subject of Biology. The operational concept ’Openness but with boundaries’ was used to explore boundaries emerging in the intra-actions among the students (aged 17 to18 years), the teacher and various materials. The aim were to examine whether the boundaries constituted in the students’ intra-actions could serve as educational possibilities. The analysis draws on the theoretical framework of Barad (2007) and agential cuts were used to display boundaries present in various classroom situations. The preliminary results show how the student intra-actions move towards boundaries of both sensitivity and emotions. Some of the boundaries might be due to cultural-religious-secular conflicts present in the classroom. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grinellklas_2019,
title = {Hör islam hemma i Tyskland (3): islamisk religionsundervisning},
author = {Grinell, Klas},
year = {2019},
journal = {Dixikon},
volume = {2019},
pages = {13},
language = {eng},
issn = {2001-1768}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2010_3,
title = {Religionskunskapslärares perspektiv på sitt ämne och sin undervising},
author = {Osbeck, Christina},
year = {2010},
language = {swe},
keywords = {subject didactics; religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2020_4,
title = {Existentiella frågor i barns och ungas liv, Årsbok 2020, FRL, Föreningen för lärare i religionskunskap},
year = {2020},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_selandersvenke_2018_1,
title = {Existential Questions in Research and Education in the Shape of a Response to Sven Hartman},
author = {Selander, Sven-Åke},
year = {2018},
journal = {Challenging Life},
pages = {47--65},
language = {eng},
publisher = {Münstet New York : Waxmann Verlag},
abstract = {Over the past 50 years, the concept existential question has played a less prominent role in upper secondary school curricula. The interpretation of the world view perspective has been retained until the curriculum 2000. Perspectives of personal development and interpretation of life in upper secondary school have almost disappeared. The syllabus has been content centred, reflective and analytical in priciple. Hartman says that this is a result of a growing secularization and pluralism and a scientific spirit in society. Against this, one might argue that secularization does not necessarily mean just scientific spirit. Secularization might as well mean greater transparency and boldness to discuss existential questions and life interpretation. In addition to the overall factors in society, a contributing factor in my opinion has been the evaluation system as a basis for grading. Reasoning and interpretation of ones's own proposal is difficult to measure, and so is defining what skills can be required to the students. Perhaps it is important to realize that everything in school does not be measurable in order to be meaningful.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2013_7,
title = {Skolan är en lättköpt arena - livskunskap i kritisk belysning},
author = {von Brömssen, Kerstin},
year = {2013},
journal = {Nordidactica},
volume = {2013},
pages = {65--92},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {life competence education; social and emotional training; behaviourism; policy entrepreneurs; governmentality; sweden.; religious studies and theology},
abstract = {During the last decade a school subject with the designation of Life Competence Education ("Livskunskap" in Swedish) has emerged in many Swedish schools. The aim of this article is to describe and analyse the subject Life Competence Education, its historical and ideological roots and current place in the curricula of some selected schools. The article is based on analyses of policy documents, interviews and participant observations from fieldwork in two upper secondary schools and in one course for further training of teachers arranged by a municipality. Work by Foucault, especially on governmentality, is used as an analytic tool, as well as work developed from Foucault by Nicolas Rose and Stephen J. Ball. The analyses show that the subject Life Competence Education is constructed in many varied ways in Swedish schools due to different influences, both from the state, but also from private policy entrepreneurs (Ball, 2006). It is also shown that the SET-programme, which is only one example of programmes used for this type of education, is quite widely used in Life Competence Education in Swedish schools. In light of analyses from Foucault and Rose, I suggest that these programmes can be seen as the "psy", i.e. the "psychological domains" (Rose, 1999), entering into the educational arena and with the help of behaviouristic theories constructing "governable subjects" (Foucault, 1988, 1991). This raises questions regarding what kind of subjects are constructed in Life Competence Education, with what kind of methods, as well as how these methods are construed in the light of the Swedish National Curriculum},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jepsonwiggulrika_2013,
title = {Fun, but not that useful?: Del av symposium med titeln: Life Skills Education in Swedish and British schools. Presenterat vid NCRE (Nordic Conference on Religious Education) juni 2013, Reykjavik, Island},
author = {Jepson Wigg, Ulrika},
year = {2013},
language = {eng}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_alwalljonas_1998,
title = {Muslim Rights and Plights. The Religious Liberty Situation of a Minority in Sweden},
author = {Alwall, Jonas},
year = {1998},
language = {eng},
publisher = {Lund University Press},
abstract = {Popular Abstract in Swedish Syftet med avhandlingen är att presentera en sociologisk analys av en "religionsfrihetssituation". Den grupp som särskilt berörs i avhandlingen är den invandrarde muslimska minoriteten i Sverige, en grupp som har vuxit avsevärt under de senaste decennierna. Muslimerna har invandrat till ett samhälle som länge präglades av religiös enhet, men som idag har utvecklats till ett religiöst pluralistiskt samhälle. Denna utveckling har inneburit viktiga politiska förändringar, både med avseende på religionsfrihetens innebörd och ställning och relationen mellan stat och kyrka. Dagens utmaningar för religionsfriheten handlar främst om närvaron av invandrade religiösa minoriteter som är nya för samhället. De muslimska invandrarnas möte med det svenska samhället har innefattat ett antal problem och konfliktområden. En del av problemen har rört organisatioriska, institutionella och ekonomiska fråor, skol- och utbildninsfrågor, liksom vissa aspekter av rätten till fri religionsutövning. Även om flera problem återstår kan undersökningen peka på flera områden där en positiv utveckling av den muslimska religionsfrihetssituationen har ägt rum.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2009,
title = {Existential Democracy - A Way to nurture Hope for Global Democratic Education?},
author = {Olson, Maria},
year = {2009},
journal = {Disciplined Inquiry},
language = {eng},
keywords = {citizenship; global; democracy; existential; humanities and social sciences; humaniora-samhällsvetenskap},
abstract = {We live in times of search for an education that can transcend national, ethnical, religious and cultural borders. As it seems, contemporary education is to be found in despair. Or at least found to be unsatisfactory in relation to new challenges in the contemporary world. The aim of this text is to deepen the prospect of the potential of education, regarding what might seem almost like a visionary educational objective - to provide for a global democratic citizenship. The core issue in the text is to surface what appears as insufficiencies in present democratic citizenship education. The urge is to draw upon some feasible features of an alternative to these insufficiencies. Drawing on Stanley Cavell-s notion of voicing and language, I will suggest an altered understanding of democracy and of a democratic citizenship that may direct the mission of democratic education in another way. What is needed for a compelling democratic education, I will argue, is an existential orientation. In order to make my argument, I will use Swedish Education policy as a case in point.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_deldnmaria_2020,
title = {Identitet, etik och historiemedvetande: En analys av filmen Sameblod som potentiellt undervisningsmaterial i ämnena religionskunskap och historia},
author = {Deldén, Maria and Törnegren, Gull},
year = {2020},
journal = {Utbildning och Lärande / Education and Learning},
volume = {1},
number = {14},
pages = {65--85},
language = {swe},
publisher = {Falun : Högskolan Dalarna},
keywords = {utbildning och lärande; education and learning},
issn = {2001-4554}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2018,
title = {Gustav Vasa och skolans avfolkning: undervisningens roll i förhandling om traditionell religion under tidig reformationstid i Sverige},
author = {Evertsson, Jakob},
year = {2018},
language = {swe}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1996,
title = {Människovärdet i fokus. Religionskunskapens roll och uppläggning i skolan},
author = {Hedin, Christer},
year = {1996},
journal = {Religion och livsfrågor},
volume = {1},
pages = {18--21},
language = {eng},
keywords = {history of religion},
abstract = {En plädering för en djupare integrering mellan etik och religionshistoria i skolans religionsundervisning. Utgångspunkten kan vara frågan om människovärdet. Gymnasiets kursplaner präglas av en "nykonfessiosna lism" och framhäver kristendomen på ett sätt s}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sinhachitra_2014,
title = {At the Intersection of Religious Wisdom and Social Affairs: The Journey from “Karve Matric”to S.N.D.T Women’s University ( 1916-1949)},
author = {Sinha, Chitra},
year = {2014},
language = {eng},
keywords = {genusvetenskap},
abstract = {One of the major contributions of Maharshi Dhondo Keshav Karve in the early 20th century was the establishment of Shreemati Nathibai Damodar Thakersey Women’s University (known as SNDT Women’s University), a pioneering institution of higher education in South Asia, to impart education among women and to prepare them to contribute more significantly to the wellbeing of themselves, the nation and the family. Known as the Bharatwarshiya Mahila Vidyapeeth in 1916, the University stood out as an unique institution of gender empowerment, due to its geographical spread, divergent curriculum, flexibility and freedom from State control. Within a few decades, the University became very popular in Western India under able and dynamic leadership of Karve and the entrance examination to the University, known as the "Karve Matric", attracted the participation and affiliation of numerous girls schools. The University received praise from Tagore, Gandhi and Radhakrishnan and Government Commissions such as the Hartog Committee Report( 1929) before earning statutory recognition from Government on November 23,1949 , after 33 years of its existence. The paper provides a brief historical overview of the development of SNDT University from its nascent stage to a state-recognised University. The central objective of this study is to explore the broad features of educational reforms of D K Karve in the backdrop of religious orthodoxy and to take a close look at the nature of resistance faced while promoting educational development for women. With the socio-economic and politico-cultural attributes of the contemporary Indian society at the background, the article draws attention to the linkages between the battle over gender identities in diverse spheres of society and demonstrates that Women's education in early twentieth century India was a highly contested terrain between religion and democracy. While stressing the contribution of Karve the paper discusses the interaction of religious and gender consciousness in pre-Independent India and its consequent impact on policymaking for women’s empowerment.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_olivestamcarle_2000,
title = {Experiment i demokrati. Religion och samhälle i Skellefteå och Arvidsjaur 1810-1830. Försvarare & utmanare av tradition & institution i interaktion},
author = {Olivestam, Carl E.},
year = {2000},
language = {swe},
publisher = {Utgiven med bidrag från Humanistiskt-Samhällsvetenskapliga Forskningsrådet},
keywords = {education}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonhenrik_2011,
title = {Education as Incorporation in Social and Ethnic Segregated Schools},
author = {Nilsson, Henrik},
year = {2011},
language = {eng},
keywords = {educational modes of incorporation; muslim schools; ethnicity; islam; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Education as Incorporation in Social and Ethnic Segregated SchoolsIn recent decades, the governance of the educational system has changed (Ball, 2008). Local conditions to meet the educational and religious interests of different social groups have increased as a result of decentralization and marketization (Daun, 2006). The cultural diversity and social heterogeneity in segregated urban housing is mirrored in the schools. The social differentiation between schools gets more and more obvious (Dovemark, 2008). The school-markets crowding out the strongest students from the already segregated municipal schools to middle class and better performing schools (Bunar, 2010). Muslim children enroll Muslim schools because of an increasing Islamophobia (Modood, 2008) and an everlasting recomposition of student in the schools have an impact of learning and teaching (Andersson, 2001). The authorities, schools and families tries out different kind of pedagogies; ways of managing the future lives of the children (Lingard och Mills, 2007). The purpose of this paper is to analyze how different actors at a municipal school, a Muslim school and local authority in a mid sized city in Sweden argue for, and in practice try to accomplish, an inclusive educational setting for the children. The purpose is guided by the following question: What do the local school actors (politicians, civil servants, teachers and parents) regard to be a significant proficiency and social content for students in relation to formalized education? How do they motivate their pedagogies? What are the possibilities and constraints for a suitable pedagogy?The paper takes its methodological point of departure in the critical discourse analysis (CDA) which conceives education as a discursive practice (Fairclough, 1995). “As a reconstructive methodology CDA provides a language to elaborate on how people are formed within discourses, and reproduces them in different ways as well as how they can form part of the transformation” (Nordin, 2010, s. 115). From a theoretical point of view education is conceived as a formal practise “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246). The educational practice as an issue of incorporation is tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The actors in educational practice, breaks off certain aspects of other practices to motivate and legitimize their pedagogies and therefore also construct different discourses of pathways to incorporation. I understand these pathways having different qualities i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001). MethodThe empirical data was gathered during one year of theoretical informed ethnography (Willis och Trondman, 2002) in an urban educational setting. The ethnography is conducted in three different locations: (i) the municipal school (ii) the independent Muslim school (iii) and in an educational development group which main objective where to increase the academic outcomes of the schools. Methods applied were participation, observations, interviews and readings of local authority’s reports, school reports and local newspapers coverage’s to situate the schools and their history. I met the urban educational development group five times when producing policy directed to the municipal school and partly the Muslim school. I have discussed policy with headmasters and teachers. To get grip of what was going on when reading and analyzing the ethnography I therefore have integrated as much available information as possible on the historical background and original historical sources in which these discursive events were embedded (Wodak et al., 2009). During the research process I have reported back to different educational actors and discussed how school history and ongoing discursive practices, is connected to the struggle over incorporation and the formation of educational pathways.Expected OutcomesThe main result visualizes an educational mix of incorporation strategies. The municipal school offer an overall hyphenated mode of incorporation. The hyphenated mode of incorporation is created by a fear of an increasing segregation due to the importance of social and ethnic mix embedded in Swedish educational and welfare policy. Several extended pedagogies was used such as a) avoiding cream spinning processes by attracting students from “Swedish schools” and keeping the already socially strong ones, b) redrawing the borders of the municipality schools attendance zone to increase the ethnical mix of pupils’ c) language immersion (sending immigrant children to “Swedish schools”). The Muslim school is considered to work towards hyphenated mode of incorporation as a middle-way because of external and internal constraints. Thus the recognition of pupils’ identities as well as a secular discourse was balanced by various groups of teacher and what they in broad sense considered as a socially acceptable religious and secular influence. Forces, especially the headmaster, operating at the boundary of the organization, promoted, by institutionalize Muslim education, a multicultural mode of incorporation and thereby gain right to be publicly admired as being different.ReferencesAlexander, Jeffrey C. (2001). Theorizing the Modes of Incorporation: "Assimilation, Hyphenation, and Multiculturasim as Varieties of Civil Participation. Sociological Theory, vol. 19, nr. 3.Andersson, Roger (2001). 'Spaces of Socialisation and Social Network Competion - a study of neighbourhood effects in Stockholm, Sweden'. I: Andersen, H. T. & Kempen, R. v. (red.) Governing European Cities. Social Fragmentation, social Exclusion and Urban Governance.Ball, Stephen J. (2008). The education debate. Bristol: Policy Press.Bunar, Nihad (2010). 'Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden'. Journal of Education Policy, vol. 25, nr. 1, s. 1 - 18.Daun, Holger (2006). School decentralization in the context of globalizing governance : international comparison of grassroots responses. Dordrecht: Springer.Dovemark, Marianne (2008). En skola - skilda världar. Segregering på valfrihetens grund - om kreativitet och performativitet i den svenska grundskolan. [One school - different worlds. Segregation on the basis of choice - about creativity and performativity in the Swedish compulsory school.]. Borås: Högskolan i Borås, Institutionen för pedagogik.Fairclough, Norman (1995). Critical discourse analysis. London: Longman.Lingard, Bob & Mills, Martin (2007). Pedagogies making a difference: issues of social justice and inclusion. International Journal of Inclusive Education, vol. 11, nr. 3, s. 233-244.Modood, Taric (2008). Muslim, religious equality and secularism. I: Levey, G. B. & Modood, T. (red.) Secularism, religion, and multicultural citizenship. New York: Cambridge University Press.Nordin, Andreas (2010). The counter language of bildung: A movement towards a discursive concept of bildung. Pedagogisk Forskning i Sverige, vol. 15, nr. 2/3, s. 97-118.Willis, Paul & Trondman, Mats (2002). Manifesto for Ethnography. Cultural Studies ↔ Critical Methodologies, vol. 2 nr. 3, s. 394-402.Wodak, Ruth, de Cillia, Rudolf, Reisigl, Martin & Liebhart, Karin (2009). The discursive construction of national identity. Edinburgh: Edinburgh University Press}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2016_1,
title = {Ethical competence and understandings of ethics in curricula from Namibia, South Africa, USA and Canada},
author = {Sporre, Karin},
year = {2016},
journal = {International Seminar on Religious Education and Values Session XX July-August 2016},
pages = {73},
language = {eng},
keywords = {ethics education; curriculum; moral education; values education; religious education},
abstract = {In this second paper of the symposium the aim is to compare the conception of ethical competence in syllabuses from two neighbouring countries in two parts of the world. They have been selected so as to represent two countries, South Africa and Namibia, with a recent history of liberation from racialised apartheid systems; and two “older” democracies, Canada and USA, in the western world, neigbouring but still different. For South Africa and Namibia the national curricula are analysed, for USA and Canada a sample of states/provinces is made; the latter to limit the studied material. Of interest in the preliminary analyses carried out so far, is that the forming of ethical competence within the respective curricula mirrors interesting different patterns in organising ethics education as part of a RE-subject, or not. One can also note that the understanding of religion, culture, and secularisation, or a secular understanding of the state, influences how ethics education is organised – and seemingly also affects what kind of ethical competence that is expressed in the curricula. As both papers in the symposium are developed in close cooperation the analysis of the curricula from the Nordic countries will in relevant parts be made use of also in the analysis of the curricula under study in this study. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_diabhenry_1983,
title = {The Geography of Education in Syria in 1882: With a Translation of "Education in Syria" by Shahin Makarius, 1883},
author = {Diab, Henry and Wåhlin, Lars},
year = {1983},
journal = {Geografiska Annaler. Series B. Human Geography},
pages = {105--128},
language = {eng},
publisher = {: Wiley-Blackwell},
abstract = {After a long period of stagnation, Syria during the nineteenth century arose to a cultural and social renaissance. One important field of development was education. An article published in Beirut in 1883 sheds important light on this. External impulses were important, but much of the development effort was indigenous. There were significant differences in the level of education between towns and the countryside, between regions, and between religious sects. Mount Lebanon is traditionally regarded as having been an advanced region with regard to i.a. education. This article shows that Lebanon's leadership was perhaps not so clear as is sometimes claimed. http://www.jstor.org/pss/490939},
issn = {1468-0467}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hrenstamkjell_1993,
title = {Skolboks-islam: Analys av bilden av islam i läroböcker i religionskunskap},
author = {Härenstam, Kjell},
year = {1993},
language = {swe},
publisher = {Göteborgs universitet},
keywords = {religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2009_3,
title = {Att förstå livet. Religionsdidaktik och lärande i diskursiva praktiker},
author = {Osbeck, Christina},
year = {2009},
language = {eng},
publisher = {Svenska kyrkan},
keywords = {subject didactics; religious studies and theology}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sjbrandtanders_1996,
title = {Människan, livet och religionen : texter i religionskunskap för gymnasieskolan /},
author = {Sjöbrandt, Anders},
year = {1996},
language = {swe},
publisher = {Natur & Kultur}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sjdinulf_1995,
title = {En skola - flera världar: Värderingar hos elever och lärare i religionskunskap i gymnasieskolan},
author = {Sjödin, Ulf},
year = {1995},
language = {swe},
publisher = {Plus Ultra, Lund},
keywords = {sociology of religion; religionssociologi}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_splendidofrida_2018,
title = {Flerspråkighet och de samlade språkliga resurserna (ämnesspecifik text: religionskunskap)},
author = {Splendido, Frida and Örbring, David},
year = {2018},
language = {swe},
publisher = {Skolverket},
abstract = {Ingår i del 1 i modulen Språk- och kunskapsutvecklande ämnesundervisning för nyanlända elever den första tiden, som ingår i modulen Nyanländas lärande.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kullann_2009,
title = {At the Forefront of a Post-Patriarchal Islamic Education: Female Teachers in Indonesia},
author = {Kull, Ann},
year = {2009},
journal = {Journal of International Women's Studies},
volume = {1},
number = {11},
pages = {25--39},
language = {eng},
publisher = {: Bridgewater State College},
issn = {1539-8706}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bergmanmariaelena_2013,
title = {Educación sexual y cine, una experiencia curricular en la escuela secundaria},
author = {Bergman, Maria Elena},
year = {2013},
journal = {Revista Educ@rnos},
volume = {9},
pages = {9},
language = {spa},
keywords = {cinema; education curriculum; high school; child and youth studies with focus on educational science; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap},
abstract = {The aim of this paper is to describe and underline important aspects of sex education in the Swedish school in an age where this northern European country has a state school, private and free of religious denominations, where the subject or the theme about sexual education has over 50 years of compulsory education. In a globalized world where the media comes to the end of the world, the film remains an important tool in teaching and content on the topic of sex education to individuals continue to alter, in a century where the science, knowledge and illiteracy in Europe is almost gone. But, equally, knowledge about sexuality in men as in women causes, puzzles and even creates a retrograde attitude no basis in science. The film that caused this controversy is titled "Sex on the map" and where in 30 minutes is the topic of sex education and coexistence. A material for use in biology classes. And we will see the practical use of the film in a school where most students are immigrants, courses in eighth.},
issn = {2007-1930}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ekmanjoakim_2013,
title = {Schools, Democratic Socialization and Political Participation: Political Activity and Passivity among Swedish Youths},
author = {Ekman, Joakim},
year = {2013},
journal = {Nordidactica},
volume = {1},
pages = {1--11},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {political participation; civic engagement; civic education; political passivity; school socialization},
abstract = {The present text is based on a key note lecture (‘Civic Education, Democracy and Political Participation’) delivered at the symposium Globalization of School Subjects – Challenges for Civics, History, Geography and Religious Education, Karlstad University, 13–14 December, 2012. Drawing on recent developments in research on political participation and civic engagement, the text starts out with a discussion about different ways of understanding political passivity. Subsequently, the text turns to a brief analysis of ways in which schools may provide young people with political skills and competencies needed in a democratic society. Three dimensions of political citizenship are highlighted: political efficacy, political literacy, and political participation; and the analysis focuses on the impact of a number of different school-related factors on these three ‘citizenship competencies’.},
issn = {2000-9879}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_frisksylva_2009,
title = {Submitting to God - Women and Islam in urban Malaysia},
author = {Frisk, Sylva},
year = {2009},
language = {eng},
publisher = {NIAS Press},
keywords = {anthropology; malaysia; islam; religious practice; gender; agency; subjectivity},
abstract = {[NIAS Press:] In recent decades, Malaysia has been profoundly changed both by forces of globalization, modernization and industrialization and by a strong Islamization process. Some would argue that the situation of Malay women has worsened but such a conclusion is challenged by this study of the everyday religious practice of pious women within Kuala Lumpur’s affluent, Malay middle class. Here, women play an active part in the Islamization process not only by heightened personal religiosity but also by organizing and participating in public programmes of religious education. By organizing new forms of collective ritual and assuming new public roles as religious teachers, these religiously educated women are transforming the traditionally male-dominated gendered space of the mosque and breaking men’s monopoly over positions of religious authority. Exploring this situation, the book challenges preconceptions of the nature of Islamization as well as current theories of female agency and power. Sylva Frisk is a lecturer at the School of Global Studies at Gothenburg University in Sweden, teaching social anthropology and Asian Studies, and is Director of Studies for its Master Programme in Global Studies. Her research interests are gender, religion and globalization with a particular focus on gender and Islam in Malaysia. She is currently involved in an interdisciplinary research project on the transformations of Islam and politics in Malaysia and Indonesia.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_maxwellgregor_2011,
title = {Inclusive Education in Europe: A practical Application of an ICF-CY-based Framework as a Tool for Inclusive Education Policies},
author = {Maxwell, Gregor and Koutsogeorgou, Eleni},
year = {2011},
journal = {ECER 2011, Urban Education},
language = {eng},
abstract = {Based on previous theoretical work which proposes the International Classification of Functioning, Disability and Health Children and Youth Version (the ICF-CY) (WHO, 2007) as a bridge to link social capital and inclusive education (Maxwell & Koutsogeorgou, in press 2011), this paper presents the findings from the practical application of the ICF-CY as a framework for building stronger and healthier societies by improving inclusion through social change. Policy reviews, reports and approaches to inclusive education demonstrate various differences between countries. The aim of this article is not only to provide an insight on the issue of inclusion in education from a sociological perspective, but also to identify the influence or connection of social capital with the decision-making and design of policies which ensure participation by creating inclusive education environments based on published resources for the following six European countries: Germany, Greece Romania, Spain, Sweden, and the United Kingdom.. This could be performed through an overview of the level of social capital – for each of the countries in question – in relation to an overview of the level of the quality of the inclusive education policies for children with disabilities within these countries. The level of quality was considered in terms of five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011) based on the countries’ official documentation for inclusive education policies for children with disability. Are there any similar tendencies between the level of social capital and the level of quality of inclusive education policies in these European countries? Inclusion, social capital, and the ICF-CY framework as a tool for inclusive education policies Social capital - consisting of formal and informal social networks, trust and civic norms - is known to be a social determinant of health (CSDH, 2008). Similarly, it is known that inclusion - the integration, valuing and involvement of all in society - is a social determinant of health and also an outcome of social capital as a measure of social inclusion (CSDH, 2008). This paper takes this argument a step further by focusing on the correlation between social capital and inclusive education towards the further development of inclusive environments for children with disabilities within a European context. Social capital potential indicators are mapped to the ICF-CY, in combination with the use of the MAFES (Hollenweger, 2010) matrix as an instrument for analyzing the functioning of inclusive education policies and systems, as well as a tool for policy-planning and monitoring of issues of inclusive education environments in Europe. Method Social capital indicators: comparative analysis Social capital indicators have been identified for the six European countries using data from the European Social Survey (ESS) 2008 ed.3.0. Online Analysis provided by the official online source of the ESS, was used and appropriate weights were applied. The following list of variables/questions were identified as social capital indicators: Non-face-to-face communication: personal use of internet Personal use of internet, World Wide Web, e-mail Social trust Participation in politics (voter participation) Social inclusion: meeting socially Social support: having someone to discuss personal matters with Subjective well-being: feeling of safety in neighbourhood after dark Participation in public religious practices. Comparative analysis of these indicators between the six countries was performed, plus, the indicators were mapped to the ICF-CY (e.g. the indicator: Participation in politics can be mapped to the ICF-CY code: d950) interpreting each question’s meaning from a solely sociological perspective. The results of the mapping process of social capital indicators to ICF-CY can provide a guide for the practical measurement of the level of social capital by using the ICF-CY which could be potentially considered as a tool for policy-making in inclusive education settings. Expected Outcomes The preliminary phase of the comparative analysis included ESS data for Sweden and United Kingdom. From this phase, social capital appeared to operate in the intermediate level – between the micro and macro level. Although Sweden appeared as having overall higher rates on the selected social capital indicators compared to United Kingdom, none of the amount of differences of the response rates exceeded the 20 percent. Therefore, one could conclude that since no ample difference was observed on the rates of social capital indicators, then the two countries’ social capital levels were similar. However, previous studies have identified differences on aspects of social capital between European regions (Adam 2008; Knack & Keefer 1997), and accordingly differences are expected to emerge within the present study too since the comparative analysis has been based on data from countries of different European regions. Evident differences between Sweden and United Kingdom have been already identified on inclusive education policies on five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011). Further analysis including other European countries will expand on these findings and allow comparison on the levels of social capital and inclusive education policies within these countries. References Adam F. Mapping social capital across Europe: findings, trends and methodological shortcomings of cross-national surveys. Social Science Information. June 1, 2008 2008;47(2):159-186. CSDH. (2008). Closing the gap in a generation : health equity through action on the social determinants of health : final report of the commission on social determinants of health. Geneva: World Health Organization. Hollenweger, J. (2010). MHADIE's matrix to analyse the functioning of education systems. [Article]. Disability & Rehabilitation, 32, S116-S124. Doi: 10.3109/09638288.2010.520809 Knack S, Keefer P. Does Social Capital Have An Economic Payoff? A Cross-Country Investigation*. Quarterly Journal of Economics. 1997;112(4):1251-1288. Maxwell, G., & Granlund, M. (in press 2011). How are conditions for participation expressed in education policy documents? A review of documents in Scotland and Sweden. European Journal of Special Needs Education. Maxwell, G., & Koutsogeorgou, E. (in press 2011). Inclusive education in Europe for children with disabilities: A conceptual ICF-CY-based framework as a tool for social-based inclusive education policies. American Journal of Physical Medicine & Rehabilitation. McGonigal, J., Doherty, R., Allan, J., Mills, S., Catts, R., Redford, M., et al. (2007). Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective. British Journal of Educational Studies, 55(1), 77-94. WHO. (2007). International Classification of Functioning, Disability and Health – Version for Children & Youth (ICF-CY). Geneva: World Health Organization.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_moinianfarzaneh_2016,
title = {Mother tongue language teaching with digital tablets in early childhood education: a question of social inclusion and equity},
author = {Moinian, Farzaneh and Kjällander, Susanne and Dorls, Patrick},
year = {2016},
journal = {He Kupu},
volume = {3},
number = {4},
pages = {19--29},
language = {eng},
publisher = {: New Zealand Tertiary College},
keywords = {mothertongue language; digital literacy; multimodality},
abstract = {Literacy in the twenty-first century is changing to become more multicultural, multilingual and multimodal as people are using more digital technologies in their everyday lives. This article reports on what these changing conceptions of literacy mean for mother tongue teaching by exploring why, how and when mother tongue teachers in preschools use digital technologies. Regarding literacy as a social practice, the article focuses on emerging patterns in the use of digital tablets in a large Swedish municipality, providing empirical data (questionnaires, focus groups, and interviews) from mother tongue teachers working together with hundreds of children aged 1-6 at preschools. The study found significant differences in the levels of digital technologies used among mother tongue teachers. What seems to matter is whether or not the teachers themselves are frequent and engaged users of digital technologies in their own everyday lives. Most of the teachers reported that they are integrating digital technologies in their teaching even though they have officially a restricted access to digital devices. Teachers expressed a desire to use the digital tablet as a tool to access and create knowledge by creating an opportunity for innovation, specifically for language groups that are not represented in the majority context of teaching materials or not suitable for a secularized society due to, for example, religious or political differences. The article concludes by stating that digital tablets are convenient mother tongue teaching tools but that teachers are asking for policies that can point the way as to how to implement digital resources, since tablets offer social inclusion and equity but also involve ethical dilemmas.},
issn = {1179-6812}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2021,
title = {How did children respond to questions and tasks concerning existential questions and understandings? Preliminary re-analyses of children’s existential responses in the UMRe project 1968-1973},
author = {Osbeck, Christina and Lilja, Annika},
year = {2021},
journal = {International Seminar on Religious Education and Values},
language = {eng},
abstract = {The experimental education project UMRe: Undervisningmetodik - religionskunskap had a direct relation to the education political governance of Sweden, being financed by Skolöverstyrelsen [The National Board of Education], at time the central ministerial governing institutions of schools. The aim was to pedagogize (Bernstein 1990) “objective teaching in Religion Studies”, based on the pedagogical principle of MAKIS “Motivation – Activity – Concretizing – Individualization – Cooperation,” that was stipulated in the Curriculum reform of 1962. Like UMRe, also the concept of MAKIS was designed by scholars from the The Stockholm Institute of Education (Lgr62; SÖ-report 2, 5; Westling & Petterson 1973,1). From a wide range of activities, including interviews with pupils on their attitude to e.g. Religionskunskap and development of instruction materials, also the study “What are children’s existential questions?” was conducted, with responses from 377 pupils from six schools in different Swedish regions. Based on the pupils-responses, the paper explores fruitful ways to analyze the children’s responses to questions and tasks concerning existential questions and understandings, in order to identify what kind of (existential) responses the children express as well as their ways of doing it. On this basis, the presentation formulates ideas for how to explore children’s responses to questions and tasks concerning existential questions and understandings at present. In addition, the paper presents findings concerning the types of responses the children express and how these may vary in relation to gender and socio-economic background.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_johnssonharrieanna_2011,
title = {De samhällsvetenskapliga ämnenas didaktik. Rapport från en inventering},
author = {Johnsson Harrie, Anna},
year = {2011},
language = {swe},
publisher = {Linköping University Electronic Press},
abstract = {Syftet med denna inventering är att försöka skapa en bild av var den svenska ämnesdidaktiska forskningen i de fyra undervisningsämnena geografi, historia, religionskunskap och samhällskunskap står idag. Vilka forskningsområden står i fokus? Vilka områden är mindre beforskade? Vilka skillnader och likheter finns mellan de fyra ämnen i dessa avseenden? Att försöka överblicka ämnesdidaktiken för fyra olika ämnen i en och samma rapport kan tyckas övermaga. Men för att kunna diskutera skillnader och likheter mellan ämnena måste det bli en utgångspunkt. För att det ska bli genomförbart kräver det avgränsningar. En första viktig avgränsning är geografisk. Det är enbart ämnesdidaktisk forskning i Sverige som behandlas. En tidsmässig avgränsning är att fokus är på tiden från och med år 2000 fram till och med första halvåret 2011. En tredje viktig avgränsning är innehållsmässig. Här kommer undervisningsämnena geografi, historia, religionskunskap och samhällskunskap att stå i fokus. Det innebär att forskningsöversikten begränsas till studier som behandlar ämnenas didaktik i en skolkontext, som kan vara grundskola, gymnasieskola, vuxenutbildning eller universitetsstudier. Schüllerqvist benämner för historiedidaktikens del en sådan fokusering för ”historiedidaktik i snäv mening” till skillnad från en historiedidaktik i vid mening vilken inkluderar historiebruk i olika delar av samhället. Avgränsningen vad gäller ämnesdidaktiska studier i föreliggande inventering kan således i en mening ses som snäv, då den endast inkluderar studier med ett skolfokus. Inom denna avgränsning är dock avsikten att vara bred och inkludera så många olika aspekter som möjligt av ämnesundervisningen och dess villkor. Dessa avgränsningar har naturligtvis medfört att en del intressanta studier inte har kommit med, men samtidigt har avgränsningarna varit nödvändiga för att göra det möjligt att inkludera alla fyra ämnena. Det denna översikt kan bidra med är möjligheten till komparation mellan de olika ämnena. Som kommer att framgå av denna rapport är det få studier eller översikter som tar ett sådant jämförande grepp och där kan föreliggande inventering förhoppningsvis ge ett bidrag.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ortizmarcosisabel_2011,
title = {TIME European Summer School: An Innovative International Educational Experience},
author = {Ortiz-Marcos, Isabel and Fransson, Torsten and Hagström, Peter and Lhermitte, Claude},
year = {2011},
journal = {International Journal of Engineering Education},
volume = {5},
number = {27},
pages = {924--932},
language = {eng},
publisher = {: Tempus Publications},
keywords = {international experience; sustainability; innovative education; sra - energy; sra - energi},
abstract = {This paper presents an innovative experience that was developed by six European universities to teach a common course in an unconventional, remote way, to geographically-separate groups of students. The course is especially designed to enable engineering students to learn the basics of how the European social and sustainable model works, to acquire some basic cultural and religious awareness, and to stimulate transnational group discussions on such intercultural affairs. One overarching goal of this T.I.M.E. (Top International Managers for Europe) European Summer School (TESS) course is to identify some of the challenges that an academic collaboration organization like T.I.M.E. faces for future education, especially considering that the computer literate and highly web-based children who are born today will, with their expectations of ‘virtual 3D encounters’, be entering university by 2030. This web-based, social interaction experience has been developed over the last four years. This paper gives the results.},
issn = {0949-149X}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_sandahljohan_2025,
title = {Elevers berättelser om framtiden - ett viktigt forskningsområde för de samhällsorienterande ämnenas didaktik},
author = {Sandahl, Johan and Johansson, Patrik and Nolgård, Olle and Jägerskog, Ann-Sofie and Björklund, Mattias and Dahl, Steven},
year = {2025},
language = {swe},
publisher = {Forlaget Columbus},
keywords = {samhällskunskapsdidaktik; elever; framtiden; framtidsföreställningar; subject learning and teaching; ämnesdidaktik},
abstract = {I artikeln argumenterar forskningsnätverket FUTURES (vid Stockholms universitet) för betydelsen av ämnesdidaktisk forskning runt elevers framtidsföreställningar. Utifrån en narrativ ansats, och med hjälp av empiriska exempel från en pilotstudie, analyseras och beskrivs gymnasieelevers framtidsberättelser och en diskussion förs om implikationerna för samhällskunskapsundervisningen. Analysen visar att elevernas berättelser om framtiden ofta har en eurocentrisk utgångspunkt och en genomgående pessimistisk ton. Berättelserna tar avstamp i samtida skeenden som klimatkrisen och pågående internationella konflikter. De flesta eleverna utesluter eller distanserar sig i berättelsen från det egna potentiella aktörskapet i framtiden. Två huvudsakliga implikationer för undervisningen diskuteras. För det första vikten av att samhällsundervisningen skapar möjligheter för eleverna att fördjupa förståelse av de egna möjligheterna till politisk påverkan i frågor som rör samhällets utveckling. Vi lyfter fram potentialen i att ta avstamp i ytterligare ämnesperspektiv från bland annat historia, geografi och religionskunskap när framtidsfrågor diskuteras. För det andra vikten av att eleverna ges möjlighet att i berättelser om framtiden skriva in sig själva som aktiva, engagerade och kunniga medborgare.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2012_4,
title = {Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning},
year = {2012},
language = {swe},
publisher = {Studentlitteratur},
keywords = {naturvetenskapernas didaktik},
abstract = {Redaktörer för antologin är Helge Strömdahl och Lena Tibell , båda verksamma vid Linköpings universitet och FontD. Helge Strömdahl är professor emeritus i naturvetenskapernas didaktik och tidigare FontD:s föreståndare och vetenskaplige ledare. Lena Tibell är professor i visuellt lärande och kommunikation, biokemi och livsvetenskapernas didaktik samt ordförande i styrelsen och nuvarande vetenskaplig ledare för FontD. Presentationer av antologins samtliga författare finns i bokens inledning.Vad är relationen mellan religion och naturvetenskap? Hur lär man sig att ”läsa” naturen? Är naturvetenskaplig kunskap vacker? Vad lär man sig på vetenskaps- och teknikcentra? Vilken betydelse har språk, bilder och animationer i naturvetenskapligt lärande? Vad är förhållandet mellan vetenskaplig disciplin och skolämne? Ovanstående är exempel på frågor som utreds och diskuteras på vetenskaplig grund i denna antologi. Ur olika forskningsperspektiv och ordnade under fem teman, presenterar 17 yngre forskare, som disputerat vid Nationella forskarskolan i naturvetenskapernas och teknikens didaktik (FontD), skolans naturvetenskap utifrån samhällets krav, skolans praktik och dess dilemman.Antologin vänder sig till blivande och verksamma lärare, lärarutbildare, läromedelsförfattare, skolledare, skoladministratörer, rekryterare till högskolan och politiska beslutsfattare samt andra intresserade av naturvetenskaplig utbildning och undervisning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_waagaardviktoria_2024,
title = {Under ytan - explicitgörande av ämnesliteracy i texter skrivna av elever med utländsk språkbakgrund},
author = {Waagaard, Viktoria},
year = {2024},
language = {swe},
keywords = {ämnesliteracy; fördjupade resonemang; expansioner; tankeredskap},
abstract = {Abstract ASLA 2024: Under ytan – explicitgörande av ämnesliteracy i texter skrivna av elever med utländsk språkbakgrundI vår digitaliserade värld är utbildningsväsendets traditionella vägar till undervisning och lärande både utmanande och utmanade. Samtidigt är ett av skolans viktigaste uppdrag att fostra eleverna till demokratiska medborgare (Svensson m.fl., 2018), i en utbildning med stora krav på elevers språkliga och digitala kompetens, såväl som på elevers ”utvecklade” och ”välutvecklade” resonemang (Skolverket, 2022).Syftet med studien är att bidra med kunskap om hur ämnesliteracy och fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund kan komma till uttryck i samhällskunskapsämnet, trots att elevtexternas språkliga yta uppvisar avvikelser. Frågeställningar:· Hur kan samhällskunskapens ämnesliteracy komma till uttryck i texter skrivna av elever med utländsk språkbakgrund?· På vilka sätt kan bearbetning av ämnesord med expansioner och uttryck för samhällsvetenskapliga tankeredskap synliggöra fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund?Elever behöver explicit stöd i undervisningen (Cummins, 2015; Hajer, 2018). Eftersom elevers literacybakgrund är mycket varierande (Cummins, 2015) får skolan en central roll i stöttningen av literacy och ämnesliteracy, även ur ett flerspråkighetsperspektiv. I analysen undersöks hur samhällskunskapens ämnesord bearbetas med expansioner (af Geijerstam, 2006; Halliday & Matthiessen, 2014), med verktyg från det socialsemiotiska fältet. Även uttryck för samhällsvetenskapliga tankeredskap (Sandahl, 2011, 2015) analyseras, vilket handlar om att möjliggöra för elever att ”tänka samhällskunskap” (Sandahl, 2011, s. 173), utveckla och fördjupa begrepp som eleverna delvis eller redan behärskar (se Vygotskij, 2001). Eleverna fick i en enkät svara på frågan om vilket språk de talar hemma och vilket språk de tycker att de kan bäst. De klassificerades med utgångspunkt i fastställda kriterier som elever med svensk språkbakgrund (ESS) eller elever med utländsk språkbakgrund (EUS).I studien kartläggs och undersöks expansioner genom utveckling, tillägg eller specificering samt hur samhällsvetenskapliga tankeredskap kommer till uttryck, i åtta texter skrivna av EUS. I undersökningen kategoriseras uttrycken för tankeredskap in i sex olika typer av tankeredskap: orsaker och konsekvenser, belägg och slutsatser, abstraktioner, jämförande och kontrastering, perspektivtagande och den värderande dimensionen (Sandahl, 2015, s. 56ff).Expansion-tillägg används i relativt hög utsträckning i elevtexterna och är den vanligaste expansionstypen i texter skrivna av EUS, medan expansion-specificering är något mindre vanligt. Expansion-utveckling handlar om omformuleringar, exemplifieringar eller klargöranden och är den minst vanligt förekommande expansionstypen. Resonemangen är i elevtexterna huvudsakligen breddade, men några fördjupade resonemang förekommer. I analysen av hur samhällsvetenskapliga tankeredskap kommer till uttryck i elevtexterna dominerar tankeredskapet orsaker och konsekvenser. Den värderande dimensionen är näst vanligast, följt av jämförande/kontrastering. Perspektivtagande förekommer vid ett fåtal tillfällen. Belägg och slutsatser samt abstraktioner förekommer inte i de analyserade elevtexterna.Vi lever i en tekniktät och digitaliserad värld, där tid ofta saknas för att reflektera och resonera genom utvecklade och fördjupade resonemang. Bearbetning av ämnesord med expansioner och aktualisering av tankeredskap verkar i elevtexter kunna gynna sådana resonemang. Explicit undervisning om samhällskunskapens ämnesliteracy, dvs. bland annat bearbetning av ämnesord med expansioner och undervisning om samhällsvetenskapliga tankeredskap, kan bidra till att stötta elevers utvecklade och välutvecklade resonemang. I dagens digitaliserade och ofta tidspressade omvärld behöver redskap som stöttar utvecklade och fördjupade resonemang lyftas fram.ReferenserCummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.af Geijerstam, Å. (2006). Att skriva i naturorienterande ämnen i skolan. [Doktorsavhandling, Institutionen för lingvistik och filologi, Uppsala universitet]. Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263. Halliday, M.A.K., & Matthiessen, C. (2014). An Introduction to Functional Grammar. (4:e uppl.). Routledge.Sandahl, J. (2011). Att ta sig an världen. Lärare diskuterar innehåll och mål i samhällskunskapsämnet. [Licentiatuppsats, Karlstads Universitet].Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet].Schleppegrell, M. J. (2004). The language of schooling. A Functional Linguistic Perspective. Routledge.Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Svensson, G., Rosén, J., Straszer, B., & Wedin, Å. (2018). Greppa flerspråkigheten: En resurs i lärande och undervisning. Skolverket.Vygotskij, L. S. (2001). Tänkande och språk. Daidalos.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_halleniusmikael_2011,
title = {Clio räddar världen: En annalys av argumentationen för historieämnets ställning i det svenska skolsystemet i Historielärarnas Förenings Årsskrift, 1942-2004},
author = {Hallenius, Mikael},
year = {2011},
language = {swe},
publisher = {Institutionen för estetiska ämnen, Umeå universitet},
keywords = {history didactics; the subject of history; yearbook of the association of history teachers; history and academia; the relation to society; fostering of peace; analysis of argumentation; education philosophies; civil religion},
abstract = {The aim of this thesis is to analyse and discuss the argumentation for theplace of History in the Swedish school system from the perspective ofeducation philosophy. The material that has been investigated is theYearbook of the Association of History Teachers (HLFÅ). In connectionto this, two questions have been asked: (1) What sort of argumentationhas there been in HLFÅ on the place of History in the Swedish schoolsystem from the time the Yearbook started to be published in 1942 until2004 when the Swedish parliament decided that the subject should beobligatory for all pupils in gymnasiet (senior high school)? (2) In whatway has education philosophy been taken into consideration in the argumentationon the place of History in HLFÅ between 1942 and 2004? Thebackground to these questions is partly that during the whole of the1900s it has been far from obvious what place History should have in theupper levels of the Swedish school system. Also, I have partly found itfruitful to study HLFÅ from the perspective of education philosophy.In chapter 1, we give a deeper presentation of HLFÅ. After that followsan overview of research into the teaching and learning of History (Historydidactics). The chapter ends with the three leitmotifs based on this research.I identify as leitmotifs areas that are identified clearly and repeatedlyin History didactics and that are seen as relevant to structure myanalysis of HLFÅ. The three leitmotifs are: (1) the relation between Historyand academia, (2) the social potential of History, (3) the use of Historyin the service of peace. These have structured the presentation in thetwo analysis chapters of the thesis (chapters 4 and 5).Chapter 2 discusses the thesis methodology, theoretical perspective andquestions. The methodology is an analysis of argumentation based onhermeneutics. The theoretical perspectives used in the study are educationphilosophies. My use of the theory builds on my reading of TheodorBrameld and Tomas Englund. The four education philosophies used toanalyse the argumentation are: (1) progressivism, (2) essentialism, (3)perennialism, (4) reconstructivism. In chapter 3, the background to thestudy is presented. The areas that are focused on are the changes in theSwedish school system during the 1900s, the subject of History in figures,and glimpses from the public debate on history in general and thesubject of History in Sweden. In chapter 4, we cover the period from1942-1970, and in chapter 5 we cover in a similar way the period from1971-2004. Both chapters begin with a chronological overview of theargumentation in the articles. After that, the material is analysed wherethe presentation is structured based on the three leitmotifs which arediscussed from an education philosophy perspective.Chapter 6 is a summarizing discussion. There we make it clear that progressivismis almost completely absent from the argumentation aroundthe place of History in Swedish schools in HLFÅ. Instead, the studyshows that it is a combination of essentialism and perennialism that dominatesthe way of maintaining the merits of History. Regarding reconstructivism,it is stated that it is subordinate to essentialism and perennialism.The study ends with suggestions for further research. Since theargumentation has consistently made the claim that History can givepeople a feeling of safety in their surroundings, understand their place inlife and create peace in the world, it is suggested that further analysisshould be made of similar material from the perspective of civil religion.A point of departure in this research is that secular societies partly takeover, and partly re-work, the rites and cosmologies of religious institutions,in order to create solidarity in modern societies. My hypothesis isthat this perspective would strengthen the thought that there are civilreligious practices on Swedish soil in connection with the educationworld.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_waldmannchristian_2016,
title = {Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts},
author = {Waldmann, Christian and Dockrell, Julie and Sullivan, Kirk P. H.},
year = {2016},
journal = {14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016},
language = {eng},
keywords = {pedagogik och utbildningsvetenskap; pedagogics and educational sciences},
abstract = {The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.ReferencesCouncil of Europe. (2015). European charter for regional or minority languages. Application of the Charter in Sweden. 5th Monitoring Cycle. http://www.coe.int/t/dg4/education/minlang/Report/EvaluationReports/SwedenECRML5_en.pdf [downloaded on July 16, 2015].Dockrell, J.E, Bakopoulu, I., Law, J., Spencer, S. & Lindsey, G. 2015. Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 1-16.Dockrell, J.E., Stuart, M., & King, D. 2010. Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80, 4, 497-515.Act on National Minorities and National Minority Languages (2009:724).Swedish Language Act (2009:600)United Nations. (1989). Convention on the Rights of the Child. http://www.ohchr.org/ Documents/ProfessionalInterest/crc.pdf [downloaded on July 16, 2015].}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_blancksara_2014,
title = {När ämnen möts: En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning},
author = {Blanck, Sara},
year = {2014},
language = {swe},
publisher = {Karlstads universitet},
keywords = {civics; civics didactics; social studies; social studies teaching; interdisciplinary curricula; interdisciplinary teaching; subject integration; interdisciplinarity; first order concepts; second order concepts; lower secondary education; samhällskunskap; samhällskunskapsdidaktik; ämnesintegration; ämnesövergripande; ämnessamspel; projektinriktat arbete; första ordningens kunskap; andra ordningens kunskap; högstadiet},
abstract = {This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration.In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world.The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinary, helping, correlated, shared and reconstructed.In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_rydbergchristian_2018,
title = {A didactic model to develop teachers’ practices and handling didactical dilemmas while teaching controversial socioscientific issues},
author = {Rydberg, Christian and Olander, Clas and Sjöström, Jesper},
year = {2018},
language = {eng},
keywords = {socio-scientific issues; interdisciplinary teaching; controversial issues; education for sustainability; teacher professional development},
abstract = {This presentation will focus one result of a study that followed groups of teachers within an Erasmus+-partnership. The teachers conducted an interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. Through focus groups and participant observation, the study explored potential tensions that emerged during the enactment of the interdisciplinary teaching. Results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at different level, both concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between. One purpose of the study was to contribute to pre- and in-service teacher training and this resulted in a basis for a discussion tool. This tool is a didactic model aimed to raise awareness about both possibilities and potential negative consequences with different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed a basis for a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers that express statements about their position.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_rydbergchristian_2017,
title = {Didactical dilemmas while teaching controversial socio-scientific issues: an international comparison},
author = {Rydberg, Christian and Olander, Clas and Sjöström, Jesper},
year = {2017},
journal = {Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education},
pages = {1111--1122},
language = {eng},
publisher = {: Dublin City University},
keywords = {socio-scientific issues; interdisciplinary teaching; environmental education; education for sustainability; teacher professional development},
abstract = {This study followed groups of teachers within an Erasmus+-partnership, in which the teachers conducted an intended reflexive and interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. The overall research design was inspired by research models where researchers and practitioners cooperate and share responsibility. Iterative systematic investigations have been done, when teachers with support of a teaching model created interdisciplinary arenas in their respective context. Through focus groups and participant observation, the study aims to explore potential tensions that emerge during the enactment of the interdisciplinary teaching. Preliminary results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at macro level, concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bahousrima_2013,
title = {Parochial education in a global world? Teaching history and civics in Lebanon},
author = {Bahous, Rima and Nabhani, Mona and Rabo, Annika},
year = {2013},
journal = {Nordidactica},
volume = {1},
number = {3},
pages = {57--79},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {civics; lebanon; future citizen},
abstract = {This exploratory article is based on a research project which runs from 2011 to 2013 that examines how global processes are expressed in educational policies and pedagogical texts in Lebanon, Sweden and Turkey by focusing on school subjects like civics, history, geography, and religion. In this text we discuss the development of education in Lebanon, the development of history and civics after the civil war, and on opinions about these school subjects in order to make a preliminary analysis of how the future Lebanese citizen is depicted in policies, curricula, and textbooks. Lebanon is interesting because of its unique education system in which foreign international institutions rather than national ones have the task of preparing individuals for a globalized world. Material for the study were collected from a sample of curricula used in private and public or national schools for history and civics/citizenship education in grade 8 as well as interviews and conference proceedings and conversations with activists, teachers and principals. We also reviewed findings of relevant empirical studies conducted in Lebanon. Our data collection was guided by three questions: how is the right citizen depicted in the Lebanese material? How is the relationship between national and global perspectives treated in guidance documents and pedagogical texts? What civic rights and obligations are given attention and what individuals are included/ excluded? Our preliminary findings imply that there is no consensus on the importance of teaching a unified history and civics book and subjects in Lebanon. Other findings indicate that private and international schools have a greater impact than national schools on preparing Lebanese students as future citizens. },
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2012_6,
title = {Etiska litteracitet - ämnesidaktiska perspektiv},
author = {Franck, Olof},
year = {2012},
journal = {KLÄM - Konferens om lärande, ämnesdidaktik och mediebruk},
language = {swe},
abstract = {Etisk literacy - ämnesdidaktiska perspektiv Kan man säga att det finns - eller kanske snarare: att det kan finnas - en etisk literacy? Vad skulle den i så fall kunna innebära? När man studerar både gamla och nya läroplaner kan man lätt få intryck av att inte bara ett syfte, utan också ett framskrivet mål, vilket tilldelas skolan är att utveckla, eller bidra till att utveckla, en “etisk literacy” hos barn och unga. Det är lätt att relatera till begreppet citizenship där ett aktivt, tolerant och kritiskt medborgarskap har fått stå i förgrunden. Hur karakteriserar man i så fall detta medborgarskap? Är det en förmåga? Är det en utvecklingsbar egenskap? Man kan vidga referenserna för begreppet literacy till att omfatta förmågan att tillägna sig, delta i och utveckla kontextuellt definierade språkliga, kunskapsteoretiska, värderingsmässiga och andra förutsättningar, normer, koder och så vidare. Då blir också transferaspekter intressanta: inbegriper begreppet ifråga förmågan att överföra givna kontextuella förutsättningar och markörer till alternativa kontexter? Då handlar kanske också begreppet literacy om bildning i åtminstone vissa bemärkelser. Kan mediala tolkningar av den källkritiska förmåga som skrivs fram i de nya kursplanerna för SO-ämnena här vara behjälpliga? Inte minst den nya kursplanen i religionskunskap (Lgr11) aktualiserar och dramatiserar genom sina teoretiserande, abstrakta och relativt distanserade skrivningar den inneboende spänning som alltid lever i den pedagogiska etikens skolförankrade tillvaro mellan ett kunskaps- och ett fostransperspektiv. Har den hermeneutiska, meningssökande och personligt utvecklande reflektionen kring gott och ont, rätt och orätt, ersatts av ett mer positivistiskt, kvantitativt och existentiellt avskalat raster över etikens plats i skolan? Och vilka signaler ger i så fall det när det handlar om att utveckla en “etisk literacy”, i den mån man kan tala om en sådan? Olof Franck}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2022,
title = {Three approaches of how to address controversial issues in education},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2022},
journal = {24th Annual International Conference on Education, 16-19 May 2022, Athens, Greece},
pages = {85--86},
language = {eng},
publisher = {Athens : Athens Institute for Education and Research (ATINER)},
keywords = {controversial issues},
abstract = {A recurring idea in the educational debate is that we live in a time of polarization, where people hold radically different beliefs, which makes it difficult for us to communicate with each other (e.g., Noddings & Brooks, 2017; Lukianoff & Haidt, 2018; Boghossian & Lindsey, 2019). It is, however, the teachers’ responsibility to address the controversial issues that tend to divide individuals or groups. Such issues may, for example, include moral dilemmas, extremism, terrorism, politics and religion (e.g. Moore & Kyser, 2014; Sjöborg, 2015; McDonough, 2016; Revell & Christopher, 2021). There is no generally accepted definition of controversial issues in the research literature. Most definitions, however, contain what we describe as emotional, cognitive and evaluative elements. Hence, controversial issues are matters about which individuals or groups tend to get upset and disagree, about which individuals or groups tend to hold conflicting explanations, and about which individuals or groups create solutions based on different values (e.g., Cooling, 2012; Hand, 2008; Ljunggren et al., 2015; Stradling, 1984; Lindström & Sullivan, 2021). Which aspects of controversial issues researchers emphasize seem to rely on a variety of factors, however, we argue that it depends on how they perceive the principal aim of education.In this paper, we will provide a division of three educational approaches to controversial issues, which are prevalent in the research literature and among teachers in their pedagogical practices. If the principal aim of education is:that students should develop without being disturbed by unsettling or threatening content, it is important that the teachers can create safe learning environments, which is characteristic of an emotional perspective of controversial issues (see: Stradling, 1984; Hickey, 2016; Cush, 2007; Lukianoff & Haidt, 2018 ).to develop the students’ ability to think and act rationally, they should be provided with opportunities to review arguments from different points of view and learn how to make well-grounded assessments, which is characteristic of a cognitive perspective of controversial issues (see: Hand, 2008; Boghossian & Lindsay, 2019).to contribute to the pupils’ ability to feel empathy, look beyond people´s differences and work for a fair community, they must be exposed to specific personal stories that can facilitate their understanding of others (see: Stradling, 1984; Cooling, 2012; Noddings & Brooks, 2017).In this paper, we will provide examples of these positions and discuss to which extent they are attainable and valuable ends to strive against in an educational practice. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_silfverbirgitta_2012,
title = {The clown wheel on the move: ways of learning with the clown as a tool},
author = {Silfver, Birgitta},
year = {2012},
journal = {40th Annual Congress of the Nordic Educational Research Association},
language = {eng},
abstract = {Through a content analysis of texts about clown that I carried out in my thesis ”Carnival in classroom, knowledge on wheels”(2011) a set of five characteristics for the clown stepped forward and was pictured as spokes in a clown wheel. The characteristics, that is the meaning making functions, that were found were the entertainer, the transgressor, the questioner, the go between and the ensurer. In the thesis the functions, were used as tools for analyzing the clown work. The clown work was carried out by the pupils. In the thesis I found that the clown work enabled learning, regarding exploration of identity and elaboration of existential questions regarding life, loneliness, religion and death. The aim of the study is to further develop methods for using the clown wheel and its potential for learning within the teacher’s education.My theoretical and methodological phramework is hermeneutic phenomenology. The dialogical meeting according to Buber and Bachtin is an important concept in my study. Narratives will be used both as method and as reporting the result.The expected conclusions is to develop methods of using the clown art for finding ones personal story or stories by playing it, telling it, writing and/or acting it. That isto find ways of telling a story that creates hope, meaning and motivation in schoolwork and thus connect to the students’development into professional but also on a personnel level. It is also part of developing a tool to improve a friendly atmosphere inthe classroom buy focusing the ”I -Though”meeting that occurs. This piece of art based research relates to Nordic educational research among students in drama/theater but will in addition benefit pupils in ordinary school setting in struggling with everyday life. The paper will be attached to the network Art, Culture and Education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_brjessonmattias_2022,
title = {The Power of Powerful Knowledge in Social Science},
author = {Börjesson, Mattias},
year = {2022},
journal = {European Conference on Educational Research (ECER), August 23-26, 2022, Yerevan.},
language = {eng},
keywords = {philosophy of social science; powerful knowledge; critical realism},
abstract = {During the 21th century Michael Young (2008) and others have argued that knowledge produced by science, because it is systematic, specialised, objective; have better claims to truth and can empower those who understand it, and therefore should provide the basis for the curriculum (Carlgren, 2020; Deng, 2018). As has been discussed in the philosophy of science, since the first establishment of the modern scientific disciplines during the 19th century; a discussion that was further deepened in the 20th century, the natural and social worlds are characterised by different conditions of knowledge production. As stated by Young and (2008), the criteria of powerful knowledge (especially the objective and “true” criteria) seems to best to fit knowledge produced by the natural sciences. Young, however, has argued for that the concept of powerful knowledge can be applied to most knowledge, natural and social science, humanities and even art (Muller & Young, 2019). Future research will resolve if and in which ways PK can be a useful concept in relation to knowledge in various fields, this paper is limited to this question in relation to social science and socially oriented school subjects in a Swedish context (civics, geography, history, religion). The specific prerequisites of social science can be understood from a social realist perspective and the philosophy of science (Moore, 2008). The ontological and epistemological axioms of social realist perspective and its implications how knowledge and knowledge production are understood and what pupils should learn, has already been thoroughly described in the foundational texts on the theory of powerful knowledge in general (Young, 2008; Mueller & Young, 2016). It seems to me that there is a lack, however, of a theoretical discussion regarding the similarities and difference of powerful knowledge in different knowledge domains (natural, social, humanities, arts). This paper is limited to an attempt to discuss these issues in relation to social science, the main basis of societally oriented school subjects form a PK perspective, and thereby provide rationale for what knowledge, skills and attributes could be considered central for giving pupils access to powerful knowledge in socially oriented school subjects. Michael Young in collaboration with Johan Muller (Muller & Young, 2016, 2020) has provided a criteria of the characteristics of powerful knowledge (PK) in general (distinct/abstract, systematic, specialised, objective, claims to truth, and empower the knower; Chapman, 2011); but there is less research in relation to the characteristic of powerful knowledge in relation to different knowledge domains (like natural and social sciences or the arts). The answer to the question, if or to what degree the knowledge produced in respective domain is in line with the criteria of PK arguably differs between natural science, social science and the arts. The first aim of this paper is to investigate of what the specific characteristics of powerful knowledge in relation to the knowledge produced by social science drawing from the philosophy of science. 1.What is the characteristics of powerful knowledge in social science? Methodology, Methods, Research Instruments or Sources Used The theory of Powerful knowledge provides the basis for the analysis of the possiblity of powerful knowledge in social science . Using the distinct definition of PK provided by Chapman (2021, p. 9) as analytical concepts: • Distinct from everyday common-sense knowledge derived from experience; • Systematic – the concepts of different disciplines are related to each other in ways that allow us to transcend individual cases by generalising or developing interpretations; • Specialised – produced in disciplinary epistemic communities with distinct fields and/or foci of enquiry; • Objective and reliable – its objectivity arising from peer review; • Better claims to truth than other knowledge claims relevant to the issues and problems it addresses; • The potential to empower those who know and understand it to act in and on the world, since they have access to knowledge with which to understand how relevant aspects of the world work. These six analytical categories will be applied toboth research questions. As the reserach question is theoretical it will be answered through engaging with the philosphy of social science, more specifically critical realism (Bhaskar, 1975, 1979) social realism (Moore 2009), and educational sociology (Bernstein, 2000). Conclusions, Expected Outcomes or Findings An anlytical model will be constructed regarding the charachteristics of Powerful knowledge in social science. This model will describe if or which way knowledge in social science can understood as distinct/abstract, systematic, specialised, objective, true and empower the knower. The results are intended to provide the basis for a model regarding what knowledge and skills pupils should aquire in an education inspired by the idea of powerful knowledge in social studies subjects.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lfgrenragnhild_2015,
title = {Student stories about their malleability in relation to grades and national tests in school year six},
author = {Löfgren, Ragnhild and Löfgren, Håkan and Lindberg, Viveca},
year = {2015},
journal = {EARLI 2015 Book of Abstracts},
pages = {579--579},
language = {eng},
publisher = {: European Association for Research on Learning and Instruction},
keywords = {grades; national tests; assessment},
abstract = {The aim of the paper is to investigate students’ experiences of the national test as an effect of changes in the education system toward a stronger state interest in knowledge measurement in a decentralized and competitive school system. Our research questions are: What are students’ experiences of national tests in relation to their grades? How do the students talk about their own malleability? The students were interviewed in a group of students (n. 2-5). They were asked to refer to their grades in relation to the national tests (e.g. Are the national tests important for your grades?) and about their possibilities to change their grades. All interviews were audio recorded and transcribed. We listened to the interviews and read the transcripts and conducted an analysis of narratives of students’ stories about their experiences of the national test. The students tell about a great variation when talking about the role of national tests for their grades, some students say that the national tests are very important for their grades whereas other say that the national tests only can raise the grades never lower them and some state that the national tests are of no importance for their grades. They also tell stories about their ability to change their grades later on in school. However, from a student perspective the national tests and the grades in school year six do not just create opportunities for students, they also limit students’ opportunities.Theoretically and methodology frameworkIn Sweden the practice of national testing now is extended through the introduction of national tests in Science (Chemistry, Physics and Biology) and Social Science (History, Geography, Religion and Social Studies) in grade six. This is one in a series of reforms aiming to tighten the impact of learning goals formulated by the state. The reform is regarded as an expression both of the state’s increasing interest in managing and controlling schools and of a need for unambiguous information about schools’ effectiveness from actors on a national school market (Lundahl, 2005). Both the state and parents choosing schools for their children ask for simple measures of schools’ quality (Lindblad, 2000). Further, one fundamental aspect of the system is that by providing information about learning outcomes, students themselves can develop their own learning. Yet we know little about the ways students, the subjects of governance, experience and share their experiences of national tests.A central idea in the paper is that reforms are interpreted and enacted rather than implemented, and therefore it is useful to listen to the actors’ experiences (Ball et al., 2012). Theoretically, this research builds on a vision of educational reform as something that, on one hand, frames and shapes the terms of the school’s stakeholders and their ability to shape their identities. On the other hand, the actors’ stories or translations of those reforms reflect how reform is enacted in practice and how its results can be understood (Ball, 2006; Ball et al., 2012). Research on assessment from a student perspective is unusual, especially when it involves young learners (Forsberg & Lindberg, 2010). Most evaluation research focuses on student achievement and on school results rather than on students’ experiences, the core of this project. However, some European studies are relevant to this paper’s discussion. Kasanen and Räty (2002) showed that self-assessment of students in first grade affects their perceptions of themselves at school and that they compete with one another, comparing their own results with those of classmates. In a study of students in grades three and six, Kärkkäinen et al. (2008) found that students develop a perception about their own abilities and their malleability quite early. The students’ results and experiences of success or failure, in conjunction with comparing their results with those of others, contribute to early and stable perceptions of themselves over time and to pessimism in terms of possible change. In addition, two studies have shown that students hold varying perceptions about assessment’s function but a common perception that assessment is done for others rather than for themselves (Törnvall, 2002; Ross et al., 2002).Method and dataData in this paper is collected within the framework of a project financed by the Swedish Science Council in which we interview sixth-grade students from ten schools who are characterized by different background factors, such as socioeconomic conditions and geographic location.The students were interviewed in a group of students (n. 2-5). They were asked to refer to their grades in relation to the national tests (e.g. Are the national tests important for your grades?) and about their possibilities to change their grades. All interviews were audio recorded and transcribed. We listened to the interviews and read the transcripts and conducted an analysis of narratives of students’ stories about their experiences of the national test.FindingsOur analysis of students’ stories indicates a narrative of an increased performative pressure when national science tests in grade six were introduced. In the students´ stories about how they cope with the pressure, identity formations of insecurity (agony) and competence (pride) are constructed. The students emphasize the importance of the situation both for the teachers and for their own future (cf. Ross et al., 2002; Kärkkäinen et al., 2008). The students tell about a great variation when talking about the role of national tests for their grades, some students say that the national tests are very important for their grades whereas other say that the national tests only can raise the grades never lower them. Some students also tell stories about their malleability i.e. their ability to change their grades later on in school. However, from a student perspective the national tests and the grades in school year six do not just create opportunities for students, they also limit students’ opportunities.ReferencesBall, S. J. (2006). Performativities and fabrications in the education economy: Towards the performative society. In H. Lauder, P. Brown, J-A. Dillabough & A. H. Halsey (Eds.), Education, globalization & social change (pp. 692–701). New York: Oxford University Press.Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactment in secondary schools. London: Routledge.Forsberg, E. & Lindberg, V. (2010). Svensk forskning om bedömning — en kartläggning. Stockholm: Vetenskapsrådet.Kasanen, K. & Räty, H. (2002). ”You have to be honest in your assessment”: Teaching and learning self-assessment. Social psychology of education 5, s. 313–328.Kärkkäinen, R., Räty, H. & Kasanen, K. (2008). Children’s notions of the malleability of their academic competencies. Social psychology of education 11, s. 445–458.Lindblad, S. (2000). Verklighetens omätbara aspekter. Pedagogiska magasinet, 4.Lundahl, L. (2005). A matter of self-governance and control. The reconstruction of Swedish education policy: 1980–2003. European Education, 1(37), 10–25.Ross, J. A., Rolheiser, C. & Hogaboam-Gray, A. (2002). Influences on students’ cognition about evaluation. Assessment in Education, Principles, Policy & Practice, 9(1), 81–95.Törnvall, M. (2001). Uppfattningar och upplevelser av bedömning i grundskolan. Malmö: Högskolan, Lärarutbildningen. (licentiatavhandling).}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2007_6,
title = {Religion som värdeladdade berättelser},
author = {Berglund, Jenny},
year = {2007},
journal = {Religion & Livsfrågor},
volume = {3},
pages = {3},
language = {swe},
keywords = {religion; islam; konfessionell religionsundervisning; humanities and religion; humaniora och religionsvetenskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hrenstamkjell_1984,
title = {Ökad förståelse för islam?: Ämnesdidaktisk granskning av läromedel i religionskunskap för högstadiet och gymnasiet},
author = {Härenstam, Kjell},
year = {1984},
language = {swe},
publisher = {Karlstad},
keywords = {religious studies and theology}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_miajiabdelbaten_2010,
title = {Rural Women in Bangladesh : The Legal Status of Women and the Relationship between NGOs and Religious Groups},
author = {Miaji, Abdel Baten},
year = {2010},
language = {eng},
publisher = {History of Religions, Lund University},
abstract = {Popular Abstract in Swedish Bangladesh är ett av världens folkrikaste muslimska länder. Sedan självständigheten har invånarna – trots politisk oro, massiva naturkatastrofer och utbredd administrativ korruption – upplevt en positiv utveckling, särskilt vad gäller kvinnors utbildning, hälsovård och familjeplanering. Denna avhandling diskuterar kvinnors levnadsförhållanden på landsbygden med fokus på rättsliga positioner, sociala och kulturella normer, religiös praxis samt konflikten mellan icke-statliga organisationer, religiösa grupper och deras allianser. Det bangladeshiska samhället präglas inte bara av islam utan också av starka patriarkala sociala normer och det hinduiska kulturella arvet, men många människor är fromma och religion spelar en viktig roll i det dagliga livet. Kvinnors livssituation påverkas därför dels av det rådande patriarkatet, religiös praxis samt traditionella sociala och kulturella normer; dels av åtgärder från regeringen och organisationer som sysslar med mikrokreditfinansiering. Kvinnors roll och status i samhället har förändrats drastiskt, från begränsad rörlighet inom hemmet till en ansenlig närvaro på arbetsmarknaden; som småföretagare, inom medier och den privata sektorn, samt i lokal och nationell politik. De har också fått en stärkt roll vad gäller beslutsfattande inom det egna hushållet. Landet har en lång tradition av sufism där de olika ordnarna anses ha en öppnare syn på kvinnors roll i samhället och i religionsutövning. Sedan början av 1990-talet har dock Bangladesh blivit starkt påverkat av Deobandi-wahhabitisk islam och salafi-ideologi, främst genom uppkomsten av de många religiösa skolorna s.k. qaomi madrassah och den landsomfattande organisationen Jamaat-e-Islami. Bägge dessa verksamheter stöds ekonomiskt, teologiskt och moraliskt från länder i Mellanöstern. Salafi-ideologin förespråkar en ”återgång till ursprunget” d.v.s. budskapet i Koranen och haditherna. Denna utveckling har resulterat i landsomfattande våldsdåd, demonstrationer mot Grameen Bank och andra icke-statliga organisationer, angrepp på kvinnor och arrangörer som anlitar respektive arbetar inom dessa organisationer, samt förnekande av sekulära lagar. Samtidigt har många attacker mot offentliga lokaler och muslimska helgedomar utförts. Denna studie ger således en analys av situationen för kvinnor på landsbygden i Bangladesh gällande religiös praxis, lagstiftning och hotet mot patriarkala sociala normer i en ny era av ekonomisk frihet genom mikrokreditprogram och regeringens politik. Dessutom analyseras den pågående konflikten och debatten mellan de icke-statliga organisationerna och olika religiösa grupperingar angående dessa frågor.}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2014,
title = {Epistemic beliefs among upper-secondary students in education for sustainable development},
author = {Grice, Marie},
year = {2014},
language = {eng},
keywords = {epistemic beliefs; sustainable development; transdisciplinarity; action-guidingness; factor analysis; philosophizing with},
abstract = {This research project explores an educational context through two approaches. The first analyses the interpretability and role of the concept of sustainable development according to the writings of four syllabuses in the curriculum for Swedish compulsory school. Close reading of the syllabuses of Geography, History, Religious education and Civics rendered various demands of action-oriented knowledge development. Theoretical perspectives seem to be combined with implications of practical and action-oriented educational methods and goals. This aspect of action responsibility is more explicit in the syllabuses of Geography and Civics. As an analytical tool, thick and thin concepts understood as world-guided and action-guiding, were used to address education for rather than education about sustainable development. A Phronesian strategy is suggested by the authors to move students from a state of awareness to readiness and aptitude for action. Within such a holistic interpretation the development of knowledge is seen as a group process and the individual in balance with the welfare of others. The second approach is through an empirical study that sets out to answer two research questions. One of them concerns the dimensionality of epistemic beliefs among upper-secondary students involved in a transdisciplinary project called Food!, the other the relationship between the students’ evaluation of the project experience (outcome) and their epistemic beliefs. Following the tradition of Marlene Schommer a research instrument was constructed consisting of 26 domain-general items and 5 project-contextualized items. However, the current framework proposes only three dimensions: the structure of, the source of and the justification of knowledge. N=208 students from 14 upper-secondary schools and 2 folk high schools participated. Through exploratory factor analysis, support was indicated for five factors: transdisciplinary knowledge, certain knowledge, quick knowledge, collaborative knowledge and simple knowledge; followed by multiple regression analysis, in which three factors showed predictive power on the project outcome. For educational practice the awareness of the impact of epistemic beliefs on the outcome of the empirical context might motivate teachers to challenge their students and to discuss the epistemology of their specific school subjects. In addition teachers may rethink and expand their own conceptions of knowledge and knowing.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindbergbo_2010,
title = {Morallärans nya ordning - dygd motplikt 1673},
author = {Lindberg, Bo},
year = {2010},
journal = {Dygder och laster:förmoderna perspektiv på tillvaron (red. C. Stenqvist & M. Lindstedt Cronberg},
pages = {191--207},
language = {swe},
publisher = {Lund : Nordic Academic Press},
keywords = {aristoteles; pufendorf; naturrrätt; plikt},
abstract = {Beskriver övergången från Aristoteles till naturrätten som grund för undervisningen i moral och politik.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hartmansven_2008,
title = {"Skolans religionsundervisning, synen på elevens och de didaktiska frågorna, några reflektioner"},
author = {Hartman, Sven},
year = {2008},
journal = {Didaktikens Forum},
volume = {3},
pages = {3},
language = {swe},
publisher = {Göteborg : Göteborgs universitet},
issn = {1652-2583}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_rubensonsamuel_2000,
title = {Philosophy and Simplicity. The Problem of Classical Education in Early Christian Biography},
author = {Rubenson, Samuel},
year = {2000},
journal = {Greek biography and panegyric in late antiquity},
pages = {110--139},
language = {eng},
publisher = {: California University Press}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lyonsrobert_2017,
title = {Brecht and politics at The Freedom Theatre: The Freedom Theatre. Performing cultural resistance in Palestine},
author = {Lyons, Robert},
year = {2017},
journal = {The Freedom Theatre. Performing cultural resistance in Palestine, ed. Ola Johansson & Johanna Wallin},
language = {eng},
publisher = {New Delhi : LeftWord Books},
keywords = {brecht; den kaukasiska kritcirkeln; the freedom theatre; palestine},
abstract = {Undervisning i teori och praktik med Brechts Den kaukasiska kritcirkeln i Jenin på Västbanken 2011 vid början av den arabiska våren.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kjllmanalmannika_2011,
title = {Enhancing transcultural awareness in nursing education - the impact of Rainbow Intensive Program},
author = {Kjällman Alm, Annika},
year = {2011},
journal = {11th Iberoamerican Conference on Nursing Education of ALADEFE, Coimbra, 18-24 september},
language = {eng},
abstract = {Enhancing transcultural awareness in nursing education - the impact of Rainbow Intensive Program Authors Ana Isabel Fernandes Querido*, Anouk Verburg**, Annika Elisabet Kjallman Alm*** Presenters Ana Isabel Fernandes Querido*, Anouk Verburg**, Annika Elisabet Kjallman Alm*** Introduction: Today’s globalization society makes transcultural nursing education, a priority. Leininger’s Transcultural nursing is the humanistic-scientific study of people from different cultures, so nurses can assist them in health and living needs. Rainbow Network - Sweden, Finland, Norway, Portugal, Netherlands, Belgium, Latvia, Lithuania partners, have operated Intensive programmes to explore contemporary nursing issues from transcultural perspective. Cultural/linguistic competence can reduce health care disparities, improving quality of care delivered to patients and nursing performance. We address nursing students´ transcultural awereness. Objectives: Analyze the impact of the IP “Preventing and Care for people in Chronic Conditions” on students Transcultural awareness; Explore IP pedagogical structure /methods; Characterize cultural attitudes and behaviors of students participating the IP; Identify areas of cultural consciousness (Personal Reflection) and cultural competence (Service Delivery) changed; Correlate students transcultural skills - values, attitudes, behaviors in caring for culturally diverse clients and families, before and after IP. Methodology: Quasi-experimental study without group control correlates students’ cultural competence before/after Rainbow IP. IP consisted of pedagogical strategies combined with socio-cultural activities in an international environment. A convenience sample of 78 students from Rainbow partners participating in 2010 and 2011 IPs, consented to fill in a socio demographic questionnaire and cultural competence checklist (Goode, 2002) - self-assessment of cultural awareness: Personal Reflection (values/attitudes) - Lower scores mean better attitude; Service Delivery (behaviors) - Lower scores mean better skills caring for cultural different populations, applied before and after IPs. Results: Students were mostly women (91,0%), mean age 22,4 (+/-3,6) [19-42] years, from urban context (62,8%). During Rainbow, 44,2% attended 2nd year of nursing studies; 36,8% the 4th semester. 97,4% had clinical practice before attending the IP, Mean= 23,21 (+/-)15,56 [2; 61 weeks]. 67,9% learnt transcultural issues during nursing studies. Overall, students revealed good cultural values, attitudes and behaviors. After IP students improved respect for culture/language differences accepting clients decisions (p<0,01); showed better cultural sensibility being motivated to respond to insensitive comments/behaviors; recognized Family as decision maker (p<0,01); and revealed better understanding of communication disability and communication differences (p<0,05). They became more aware of culture background Impact in future expectations (p<0,01) and in daily living activities (p<0,05). Cultural skills improved by taking time to learn about behaviors/customs of clients culture (p<0,01), adopting strategies to overcome language barriers, providing clients written information to take home in their language (p<0,05); assessing clients linguistic ability using specific instruments (p<0,01). Conclusions: Study provided evidence supporting the positive effect of Rainbow IP in enhancing students’ transcultural awareness. By attending the IP, students became more aware of culture differences and the importance of language skills in a transcultural context. Gains were evident in both attitudes/values and behaviors. Pedagogical strategies and English interaction in multicultural groups may explain improvements achieved in transcultural awareness. Results might be due to the group work themes “client centered care”, “family oriented care”, “empowerment”, but also listening to families’ stories, visiting health care facilities, and discussing nursing ethics. This effect should be monitored over time complemented by qualitative research. Keywords: Cultural Competence, intensive programs, international cooperation, nursing education, pedagogy, students, transcultural nursing. * Escola Superior de Saúde do Instituto Politécnico de Leiria, Enfermagem ** Amsterdam School of Health Professions, Nursing *** Department of Health Sciences, Mid Sweden University}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_langelotzlill_2008,
title = {Teacher students learning what? The multicultural discourse in curriculum in teacher education in Sweden},
author = {Langelotz, Lill and Jämsvi, Susanne},
year = {2008},
language = {eng},
publisher = {The Oxford Centre for Staff and Learning Development},
keywords = {multiculturalalism},
abstract = {Bernstein (1971) claims that a curriculum defines what valid knowledge is. A question to be asked in accordance with this then is: what is defined as “valid knowledge” in the teacher education curriculum in Sweden? The governmental bill of 1999/2000:135 states that teacher education will educate teachers to encounter a multicultural school and a society characterized by diversity. What traces of multiculturalism are visible in the curriculum? What perspectives on multiculturalism might teachers of tomorrow thereby receive in their education? The purpose of our study has been to uncover multicultural discourses in the course syllabi in “the general area of education”, AUO, in teacher education. In the study, 177 course syllabi from 22 universities in Sweden were scrutinized. Multiculturalism, according to our interpretation, is not only a question of ethnicity and nationality or religion but also of class. One of our main results has shown that the multicultural discourse is formed on the basis of a monocultural perspective, i e Swedish and middleclass. Culture, irrespective of being about class or ethnicity, is “talked about” as a feature belonging to the Other both on an individual and collective level. Previous research into educational contexts reveals similar findings (for example Gundara, 2005; Lahdenperä, 1997; Sjögren, 2001). Our findings also show that the multicultural discourse is characterized by deficits. In syllabi, issues of ethnicity/nationality and multilingualism are expressed as if they were issues of functional disorder. Pupils when being categorized as “not Swedish”, for example, are seen as having certain characteristics that will disenable them from learning. Their culture affects the pupils’ capacity for learning and teacher students have to learn about the Others’ background. In what follows an introduction to teacher education in Sweden, a presentation of how this study was carried out and a closer analysis of its results will be provided. The concluding section will include a short discussion of the possible pedagogical consequences that this may entail.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sundstrmolle_2011,
title = {The concept "shamanism" in Soviet and post-Soviet politics, research, and education},
author = {Sundström, Olle},
year = {2011},
journal = {Sotsial'naja strategija rossijskoj sistemy obrazovanija},
pages = {431--432},
language = {eng},
publisher = {Sankt Petersburg, Ryssland : Ministerstvo obrazovanija i nauki Rossijskoj Federatsii},
abstract = {The talk explores the redefinition of Eurasian “shamanism” as “religion” in Soviet politics and propaganda in the 1930s, as well as in Soviet ethnographic research and education. In the 1920s there had been a serious debate on whether “shamanism” was to be classified as “religion” or not, and several scholars had, from a Marxist-Leninist point of view, claimed that it should be looked upon not as “religion” proper, but as “superstition” belonging to primitive, classless societies. However, with the advent of the Cultural Revolution “shamanism” became by definition “religious”, and the “struggle against shamanism” became official policy. Schoolteachers, ethnographers, NKVD-agents and native young communists all cooperated in trying to liquidate the indigenous world views and ritual practices among the peoples of the North.In the amendments to Soviet legislation in 1926 “shamans” lost their civic rights—their right to vote and be elected to local Soviets and other governmental bodies, as well as their right to own property. Even the families of those lishentsy were often bereaved the same rights.The struggle against “shamanism” was also to be executed by way of “enlightenment”—educating people in the new Soviet worldview, and at the same time liquidating religious and other indigenous traditions that the ruling party considered detrimental for the development of the natives. Schooling someone is never just teaching certain facts, subjects, and methods, but also disseminating norms and values, a code of conduct and a worldview.In the second half of the 1930s the struggle against “shamanism” seems to have taken the form of blunt persecution in the general wave of terror that swept the Union, resulting in the arrests of many putative “shamans”. However, a lack of research and concrete data on this persecution makes it difficult to present a clear picture of what happened during these years.In the post-Soviet “reawakening” of ethnic identities among indigenous peoples of Northern Russia, Siberia, and the Far East, the concept “shamanism” has once again ascended as a prominent political category. Even if now, by its practitioners, it is seen as contributing to the development of society, the concept still largely relies on the definitions made by the cultural revolutionaries of the 1930s.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonjohanna_2018,
title = {Att lyfta språket och ämneskunskaperna med hjälp av stöttning (ämnesspecifik text: religionskunskap)},
author = {Karlsson, Johanna and Örbring, David},
year = {2018},
language = {swe},
publisher = {Skolverket},
abstract = {Ingår i del 5 i modulen: Språk- och kunskapsutvecklande ämnesundervisning för nyanlända elever den första tiden, som ingår i modulen Nyanländas lärande.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_eyicemari_2025,
title = {"Pious in one's own way": Deaf people's religious faith in early modern Sweden},
author = {Eyice, Mari and Runesson, Anton},
year = {2025},
journal = {Historisk Tidskrift},
volume = {3},
number = {145},
pages = {3},
language = {eng},
publisher = {: SVENSKA HISTORISKA FORENINGEN},
keywords = {deafness; embodiment; protestant piety; history of the senses; history of disability},
abstract = {In this article we are concerned with how faith was embodied in the non-normative body and ultimately what constituted early modern Protestant faith. We address how deaf people in early modern Sweden expressed their religious faith in such way as they were considered pious and included in the community of believers. Listening to sermons has long been considered central in the church history and cultural history of the Lutheran Reformations and Protestant religious culture. Ordinary Christians were seen as an audience above all else, and a sense of hearing was the most important of all the senses in religious practice. New research in cultural history and the history of the senses has nuanced this understanding by arguing that other senses and embodied practices remained important to Protestantism. However, the focus has been the normative body, while historians of disability have shown the precarious situation of deaf people in the religious milieus of early modern Protestantism. In this article we examine a series of court cases and other sources from early modern Sweden, charting how deaf people's religious beliefs and practices were treated in local contexts. The study finds that deafness was considered a troublesome affliction, not only because of the inability to hear, but also because it was considered to impair people's cognitive and possibly spiritual capacities. This understanding seems to have brought with it an acceptance that deaf people were unlikely to benefit from an intellectual understanding of religious education. Despite the prejudice, however, deaf people were included in religious practice and accepted as true Christians. The deaf Christians' animated participation in religious rituals such as the Eucharist or divine Service, along with embodied practices such as sighing or kneeling to pray, were seen as genuine displays of faith, physically and emotionally. Moreover, there seems to have been a general consensus that deaf people performed their faith in ways that suited them best, often expressed as `in one's own way'. These findings indicate that the early modern Protestant faith was indeed embodied and emotional, but it could be performed and expressed in many ways, depending on each Christian's personal circumstances.},
issn = {0345-469X}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franciaguadalupe_2019,
title = {The advance of Anti-gender agenda in Swedish media debate on higher education.},
author = {Francia, Guadalupe},
year = {2019},
language = {eng},
keywords = {anti-gender agenda; media; fiar right; innovative learning; innovativt lärande},
abstract = {Conservative and Far Right movements around the world have openly started a nearly religious mission to “put end to the gender ideology” in all areas in society. In Europe this anti-gender agenda was successively introduced and developed by different conservative and fair right parties BLOCK VI g 168 in Germany, Hungary, Poland, France, Slovakia since 2006 (Kováts & Põim 2015). With the purpose to develop a deeper understanding of the advance of this anti-gender agenda, this contribution analyses media and social media debates concerning the role and the position of gender studies in the Swedish higher education. The methodology used in this research is argument analysis of articles published in Swedish press (Svenska Dagbladet) and social media (Högskoleläckan) during the period November 2017 to December 2018. Paying attention to ethical issues in the analysis of social media data the names of the individuals concerned in the selected data has been removed. Preliminary findings of the study show that in this anti-gender agenda gender theories are considered as a dominant knowledge regime in Swedish higher education policy. This anti-gender agenda puts in question the role and the position of gender studies in higher education by criticizing its methodology and quality research as well as its existence as scientific field. However, this agenda is not only limited to criticize gender studies at higher education. It puts even in question research based on critical and postcolonial theories as well as current Swedish research in the Education field. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2013_1,
title = {Dilemmas in classroom discussions – teachers’ practical deliberations as a prerequisite for democratic education},
author = {Liljestrand, Johan},
year = {2013},
language = {eng},
abstract = {The purpose of this paper is to problematize evidence based approaches for understanding mundane teacher-student interaction by showing how education for democracy involves teachers’ handling of dilemmas between goals for promoting students’ personal engagement in controversial issues and to teach for critical thinking; further, I will argue that such knowledge is important for educating teachers to promote students development into a critical democratic participation. A case is taken from a Swedish religious studies classroom chosen from a larger classroom study about teacher student interaction in discussions about controversial issues. The case makes visible the dilemmatic praxis in which the teacher has to use her own judgment in order to promote a qualified democratic participation of the students, which also could be seen as an important part of teacher education. The visibility of such judgments however seems to be excluded in the discourse of evidence based teaching. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_hallerdbjrn_2014,
title = {Religion and intra-household education gender gap: Are some religions worse than others?},
author = {Halleröd, Björn and Ekbrand, Hans},
year = {2014},
journal = {MACHEquity Annula Meeting, Bangalore, September 10-12 2014},
language = {eng},
keywords = {poverty; child poverty; gender; religion; islam; christianity; hinduism; developing countries; comparative; multi-level analysis},
abstract = {In a large number of developing countries girls are more often deprived of education than boys are. Since boys and girls are allocated (almost) randomly within families, gender inequity in education attendance can only occur if parents treat siblings differently. Hence, we analyze intra-household gender inequality in school attendance, i.e., the degree to which parents treats their sons and daughters differently. Our focal interest is to investigate the role of religion, if parent’s religious affiliation is systematically related to intra household differences in school attendance. Since we are comparing a large number of countries we will also be able to say if a certain religion has the same association with intra household differences in school attendance in all countries. We will use large-scale survey data from a large number of developing countries. The original data comes from Demographic and Health Survey (DHS) harmonized within the realm of the Global Micro Database (GMD) currently developed by University of Gothenburg and Bristol University.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahlstrandpernilla_2015,
title = {"Inte ett öga torrt" - en studie rörande ämnesdidaktiska val i teaterundervisning},
author = {Ahlstrand, Pernilla},
year = {2015},
journal = {Forskning om undervisning och lärande},
volume = {15},
number = {3},
pages = {38--60},
language = {swe},
keywords = {teater på gymnasiet; kroppslig kunskap; förmågor; interaktionsanalys; utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner; educational sciences in arts and professions},
abstract = {I artikeln lyfts resultat från ett pågående arbete fram, där en ny metod prövas. Syftet är att visa hur studier av lärarens didaktiska val kan bidra med kunskap om hur ett kroppsligt kunnande inom skolämnet teater på gymnasienivå utvecklas. Metoden om används är ett exempel på hur man kan studera lärarens didaktiska val och därigenom utveckla kunskap om innehållsliga aspekter av ämnet. Resultatet från studien, där interaktionsanalys har använts, pekar på hur lärares professionella omdöme delvis är inbegripet som del av en praxis. De slutsatser som dras avser att visa hur kunskap i ett estetiskt ämne kan visualiseras och artikuleras. Artikeln syftar till att problematisera och diskutera hur man kan prata om och i undervisningen hantera utvecklandet av ämnesspecifika förmågor.},
issn = {2000-9674}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_widheolle_2018,
title = {Estetisering och avestetisering. Nedslag i de svenska läroplanernas tal om läslust från 1906 till 2011},
author = {Widhe, Olle},
year = {2018},
journal = {SMDI 12 Textkulturer: Tolfte Nationella konferensen i Svenska med Didaktisk inriktning. Karlstad 24–25 november 2016 / [ed] Cathrine Andersson-Busch, Susanne Duek, Birgitta Ljung-Egeland, Christina Olin-Scheller, Marie Tanner och Michael Tengberg},
pages = {85--105},
language = {swe},
publisher = {Karlstad : Centrum för språk- och litteraturdidaktik vid Karlstads universitet.},
keywords = {svenska skolans styrdokument; läsning; estetisk skolning; smak; läslust; barnets rättigheter; subjektivitet},
abstract = {I artikeln behandlas den svenska skolans styrdokument, med start i realskolans undervisningsplan från 1906 fram till grundskolans senaste läroplan från 2011. Det övergripande syftet är att utveckla nya kunskaper om hur den litteraturläsande eleven koncipieras i läroplanerna och deras medföljande kommentarmaterial med fokus på estetiska upplevelser och läsandets lust. Som begrepp lanseras ”läslust” först med Lgr62. Men utbytesord som aktualiserar relaterade föreställningar om läsandets drivkrafter skapar mönster i skolans läroplaner från 1906 fram till den senaste läroplanen 2011. Talet om estetisk fostran och smak återfinns på motsvarande sätt fram till och med Lgr62 och Lgr69, men är helt eller delvis frånvarande i läroplanerna från och med Lgr80. Det visar sig att läroplanerna i ett historiskt perspektiv både estetiserar och avestetiserar läsningen. Artikeln ger olika förslag till hur man sammantaget kan tolka det spänningsfyllda mönstret och dess betydelse för synen på läsning i skolan. Mot denna bakgrund ställer artikeln frågan vad utmönstringen av det estetiska omdömet har fått för konsekvenser för såväl synen på läsandets drivkrafter som för synen på vad det innebär att mångsidigt och engagerat tala om de estetiska upplevelser och moraliska fordringar som aktualiseras genom läsningen av skönlitterära texter.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lenrosalesren_2010,
title = {Vid framtidens hitersta gräns: Om maskulina elevpositioner i en multietnisk skola},
author = {León Rosales, René},
year = {2010},
language = {swe},
publisher = {Mångkulturellt centrum},
keywords = {grundskola; segregation; maskuliniteter; pojkar; etnografi; foucault; interpellation; education},
abstract = {The aim of this thesis is to highlight the central conditions, norms and values which enable the staging of certain masculine pupil positions and hinder others at a school located in the northern part of the municipality of Botkyrka, during 2004–2005. The school and the neighbourhood in this study are characterized by a high percentage of people with immigrant background, a result of urban ethnic segregation. The methodological approach is qualitative. The empirical data consists of interviews with 15 boys in grade 6, participant observations, and official documents. The study examines the central position of socially sanctioned conceptions of “good becoming” in society. Children are expected to control their own bodies and take on certain areas of knowledge in the correct way in order to create themselves as expanding subjects: they learn to ask for “success” and “upward” social mobility. But as this study shows this does not apply equally to all pupils. The boys in this study have to create themselves as pupils on terms that make it harder for them to establish themselves as successful pupils. The teaching they encounter in school, the socioeconomic conditions and the effects of the segregation that characterises the urban landscape they live in makes it harder for them to live up to the requirements of what an “ideal pupil” should be. The study also highlights the ways in which difference is being made between girls and boys in school, creating arenas that are more open for boys than for girls to enter into in everyday life, namely football and the multiethnic youth language. These arenas allowed the boys to stage masculine coded subject positions which in one way or another were connected with a positive social status. Thus boys in this study do not have as much reason to establish themselves in the position of a good pupil in comparison to girls since there is a greater variety in how they can create themselves within subject positions connected to social status.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjbergerik_2025,
title = {The Afterlife of Christian Missionary Education in Turkey: Teaching Liberal Internationalism under Kemalism},
author = {Sjöberg, Erik},
year = {2025},
journal = {The I.B. Tauris Handbook of the Late Ottoman Empire: History and Legacy. Edited by Hans-Lukas Kieser and Khatchig Mouradian},
pages = {577--590},
language = {eng},
publisher = {London : I.B. Tauris},
keywords = {minorities-turkey history; minoriteter-historia; etniska relationer- historia; osmanska riket; turkiet; turkey-history-18th century; turkey-history-19th century; turkey-history -20th century; turkey-politics and government- 18th century; turkey-politics and government-19th century; turkey -politics and government-20th century; turkey-ethnic relations; empire ottoman -histoire -19e siècle; turquie-histoire; empire ottoman-politique et gouvernement -18e siècle; empire ottoman- politique et gouvernement -19e siècle; empire ottoman - politique et gouvernement- 20e siècle; asie mineure-relations interethniques; 1700-talet; 1800-talet; 1900-talet},
abstract = {"Drawing on contributions from an international group of more than forty established and emerging academics, this Handbook of the Late Ottoman Empire and the Modern Middle East presents an in-depth exploration of the scholarship that has recently emerged in the vibrant fields and subfields on the religious and ethnic communities and nation-states it covers. Within the broad rubric of political history, it tackles religion, gender, identity, social conditions, environment and histories from below, from peripheries and from borderlands. Surveying the state of the art of the scholarship its interdisciplinary dimensions and future directions, and foregrounding the formative role of mass violence in the history of the region, this handbook serves as a reference to researchers, diplomats, students, and the general reader"-- Provided by publisher.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_widheolle_2016,
title = {Estetiska läspraktiker, social motivation och meningsskapande på kroppslig grund},
author = {Widhe, Olle},
year = {2016},
journal = {SMDI 12 Textkulturer. Tolfte Nationella konferensen i Svenska med Didaktisk inriktning, Karlstads universitet, 24-25 november 2016},
language = {swe},
keywords = {keywords: läsning; social motivation; kroppslighet; estetiska läroprocesser},
abstract = {Ingen har missat att den svenska skolans resultat i internationella jämförelser har skapat oro i leden. Politiker har försökt ändra utvecklingen genom att satsa på ny lärarutbildning, nya styrdokument och ett omfattande läslyft – med det uttalade syftet att Sverige ska återta positionen bland de ledande kunskaps- och industrinationerna (Regeringen 2010). De nya styrdokumenten innehåller noggrant preciserade kunskapskrav och sedan hösten 2012 har betyg införts från årskurs 6. Den starka inriktningen på mätning av elevernas förmågor och kunnande har väckt motstridiga känslor och konsekvenserna diskuteras livligt från skilda perspektiv (Olovsson 2015). I samband med detta är det lämpligt att lyfta frågan om vad som händer med undervisningen och synen på motivation i förhållande till en så stark yttre reglering av elevernas lärande som de nya kunskapskraven och betygen bäddar för. Flera forskare ställer sig inte bara frågan om de fallande resultaten i olika mätningar kanske beror på att skolan befinner sig i en motivationskris, man försöker också omformulera synen på vad motivation är och dess plats i lärandet (Sørensen m fl 2013). Att det är viktigt för elevernas fortsatta läsutveckling att utforska lästa texter tillsammans, genom exempelvis litteratursamtal, har fått stor uppmärksamhet på olika håll (Tengberg 2011). Inom motivationsforskningen har man parallellt med detta börjat tala om den sociala motivationens betydelse för elevens engagemang i skolan (Wentzel and Wigfield, 2009). Syftet med mitt paper är att teoretiskt utveckla begreppet social motivation i relation till en läs- och litteraturdidaktik för högstadiet och gymnasiet. Min diskussion om den sociala motivationen kommer att förankras i en en analys av styrdokumenten från Lgr69 till lgr11 för att kartlägga den elev- och lärandesyn som framställs där. Utifrån detta diskuterar jag tanken att eleverna genom att kroppsligt engagera sig i tolkning och förståelse av text får särskilda möjligheter att forma sin egen läsupplevelse i social interaktion med andra – på sätt som skiljer sig från de högre skolformernas traditionella läspraktiker. Det handlar alltså om att skapa den gemenskap, som stimulerar elevernas motivation att läsa för individuell förståelse, som är avgörande för den fortsatta läsutvecklingen.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_smbergmaria_2005,
title = {Ambivalent Friendship : Anglican Conflict Handling and Education for Peace in Jerusalem 1920-1948},
author = {Småberg, Maria},
year = {2005},
language = {eng},
publisher = {Department of History, Lund university},
abstract = {Popular Abstract in Swedish Denna avhandling fokuserar en religiös aktör i det civila samhället under en konfliktfylld tid. Judiska, muslimska och kristna barn studerade tillsammans i anglikanska missionsskolor under den brittiska mandattiden i Palestina. Jerusalem var då etniskt och religiöst delat. Det anglikanska utbildningsprojektet var en del av den Anglikanska kyrkans försök att främja konflikthantering och fred i Palestina. Avhandlingen analyserar värderingarna och de praktiska målen bakom dessa utbildningsförsök. En av studenterna var den unge Edward W. Said. I avhandlingen används hans teoribildning kring ?Orientalism? för att kritiskt utvärdera de generella diskurserna inom den Anglikanska kyrkan samt de specifika aktiviteterna i de anglikanska skolorna. Boken handlar även om Saids egen lärandemiljö, den första grundstenen i hans personliga och vetenskapliga utveckling. Var de anglikanska skolorna endast ett instrument för brittisk utbildning och imperialism eller erbjöd de även något annat i denna specifika mångkulturella miljö? Källmaterialet som analysen bygger på inkluderar rapporter, brev och artiklar som skrevs både av de anglikanska biskoparna i Jerusalem samt av de brittiska lärarna i Jerusalem. Dessa arbetade för två anglikanska missionsföreningar: Jerusalem and East Mission och Church Ministry among Jews. Även material utifrån används såsom artiklar från lokalpressen och den brittiska administrationens rapporter. Två tolkningslinjer används: den ena fokuserar de anglikanska diskurserna och aktiviteterna som en del av västerländsk orientalism i vilken den brittiska religiösa och politiska överlägsenheten ses som självklar; den andra tar de anglikanska försöken att vara en tredje part som värnar om fred och interreligiös dialog i det civila samhället på allvar. I sammanfattningen tar jag fasta på den ambivalens som jag finner i diskurserna men även vikten av ett ?rum mittemellan? för att undvika ett ?vi mot dom? tänkande. Här lyfter jag särskilt fram begreppet ?vänskap? som de anglikanska representanterna i Palestina använde dels som ett sätt att legitimera asymmetriska maktrelationer, dels som en koppling till öppenhet och ansvar gentemot den Andre.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kullann_2013,
title = {Women’s Agency in Transforming Religious Discourse: Gender-Sensitive Interpretations of Islam in Indonesia},
author = {Kull, Ann},
year = {2013},
journal = {Alternative Islamic Discourses},
language = {eng},
publisher = {: Ashgate},
abstract = {The purpose of this article is to present and analyse gender sensitive interpretations of Islam in Indonesia and a reform of fiqh from a gender perspective. These interpretations can be seen as an expression of Islamic feminism, a discursive framework that has grown from the Islamisation processes of Muslim societies in the 1980s. Another aim is to depict the specific Indonesian environment where these ideas have evolved. Firstly, the domestic feminist movement and the influence of international feminist scholars of Islam. Secondly, the liberal approach in Islamic thinking promoted by Nurcholish Madjid and Abdurrahman Wahid and especially their emphasize on the importance of context in the endeavour of ijtihad, independent reasoning or interpretation of the Islamic scriptures. Thirdly, the increase and reform of higher Islamic education and not least the high percentage of female students and scholars. In conclusion, I will present and analyse gender sensitive interpretations of Islam by Indonesian scholars as part of an Islamic feminist discourse. The focus is on what these interpreters actually say and how they relate to tradition – universal Islamic and local Indonesian – in order to legitimise their ideas, but also shortly on how their ideas are used and perceived in Indonesian society. These interpretations can be regarded as Indonesian conceptualizations of Islamic feminism, or to put it differently, interpretations of text in context.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_4,
title = {Pedagogiska dilemman: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2016},
year = {2018},
language = {swe},
abstract = {Humanistiska och teologiska fakulteterna vid Lunds universitet anordnar vartannat år en högskolepedagogisk inspirationskonferens för sin undervisande personal. Syftet med dessa konferenser är att inspirera till erfarenhetsutbyte och diskussion om undervisning och lärande. I denna antologi har vi samlat elva bidrag som presenterades vid 2016 års inspirationskonferens. Rubriken för konferensen var »pedagogiska dilemman« och i princip alla antologibidrag tangerar på ett eller annat sätt detta ständigt aktuella tema. I antologin diskuteras olika utmaningar som man som universitetslärare inom humaniora och teologi har att hantera. Det kan till exempel handla om att välja relevanta examinationsformer, att hantera bristen på kontakttid mellan student och lärare, att driva kursutvecklingsprojekt eller att undervisa disciplinöverskridande. En av artiklarna är författad av den erkände norske pedagogikprofessorn Gunnar Handal och handlar om »kollegaveiledning« och formerna för ett tillitsfullt kollegialt samtal om undervisning.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_lejonkjello_2012_1,
title = {The China Diary: A Brief Comment on the Spiritual Dimension of George H.W. Bush’s tenure in China according to The China Diary},
author = {Lejon, Kjell O.},
year = {2012},
language = {eng},
publisher = {Linköping University Electronic Press},
abstract = {The Religious Dimension of George H.W. Bush has often been overlooked by his biographers. However, the entries in Bush’s The China Diary along with his official comments on his experiences in China as President of the U.S., show clearly that Bush stands not only in a tradition which stresses the importance of Christian faith, Christian liturgy and Christian hymns, but also in a sort of Evangelical tradition, in which you openly both speak about and act on your faith. The imprint of the China experience is evident, both politically and spiritually, and the entries are congenial with, for example, the very clear religious dimension in the politics of Bush Sr. as President of the United States.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_aureliuscarlaxel_2001,
title = {The Heart of the Faith: The Use of the Gospel as the Key to the Augsburg Confession},
author = {Aurelius, Carl Axel},
year = {2001},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {In Melanchthon’s house in Wittenberg visitors of our days can read the following lines on a sign: “Without a knowledge of history human life is really no more than a remaining childhood, it could also be said that it is no more than a continuos darkness and blindness”.What happened in Wittenberg almost 500 years ago is definitely history. Does it concern us at all?The history of the Reformation is certainly important for us to know about, as it had such big after-effects, not least for Sweden and the Church of Sweden. It is not the only cause for entering deeply into this part of our heritage, though. Our heritage of belief is rich and may contain unused possibilities for the Church of today, such as may be of help in the basic task of interpreting the Gospel for our time.This book is an attempt to emphasize the most central part of the evangelical movement – its very core. It refers how this movement was inspired by Luther, how it was expressed in the congregations, and how it made markings in the confession that was read out to the emperor at the Diet of Augsburg in 1530.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_lejonkjello_2012_2,
title = {Religionens roll i amerikansk politik: en levande historia med moderna politiska implikationer},
author = {Lejon, Kjell O.},
year = {2012},
language = {swe},
publisher = {Linköping University Electronic Press},
abstract = {Den amerikanska konstitutionen, som är den äldsta ännu i bruk varande konstitutionen, antogs den 17 september 1787. Dess fyra smärre referenser speglade mycket ringa den starka position kristendomen hade i den nybildade nationen. Men det hade en naturlig förklaring: delstaternas konstitutioner fick klara av den saken. The Declaration of Independence från den 4 juli 1776, även det ett ”levande” politiskt dokument i modernt politiskt liv, hade fyra referenser till Gud, alla i tydlig tidsanda. Till konstitutionen har sammantaget tjugosju tillägg fastställts, varav de första tio tidigt fick den klassiska benämningen ”The Bill of Rights.” Det första tillägget innehåller lydelsen: ”Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Att man på federal nivå separerade kyrka och stat innebar inte att man samtidigt gjorde det på delstatsnivå. Inte heller innebar det att man separerade mellan religion och politik. Frågor om religionens betydelse för såväl några av ”the founding fathers” som i nutida politisk debatt tas upp och exemplifieras i denna artikel.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_jnssonrune_2006,
title = {Educare 2006:6: Religionskunskap i årskurs 9 - Rapport från den nationella utvärderingen av grundskolan 2003 (NU03) - Samhällsorienterande ämnen},
author = {Jönsson, Rune and Liljefors Persson, Bodil},
year = {2006},
language = {swe},
publisher = {Malmö högskola, Lärarutbildningen},
abstract = {Religious Education in year 9 of the Swedish Compulsory School: One part of the national Evaluation of Compulsory School conducted by the Swedish ministry of Education in 2003 deals with Religious Education (RE). It is based on the National Curriculum for RE and focuses on the perspectives of vital questions, faith and tradition and ethics. On basis of the results the authors suggest some directions for future teaching in RE. Concerning vital questions the pupil’s thoughts focus on the big life-issues. More than 70% often think of the meaning of life, the future and death. When asked to evaluate their RE, between 30% and 50% of the pupils state that they had discussed vital questions in class, but still they wish for more discussions. Concerning faith and tradition, the pupils were given tasks about religious festivals and about religious narratives. Here they show lack of more in-depth knowledge and understanding. In ethical dilemmas the pupils show that they are fully capable of taking ethical stands, but they show contradictions between pronounced values and choices in simulated situations. These results also indicate that their solidarity is not very far-reaching. In conclusion, this investigation shows the need to discuss vital questions, ethics, and to develop a deeper knowledge and understanding of world religions and cultures. The pupils’ own demands for RE also have full support in the National Curriculum. It is obvious that RE can and should contribute in a substantial way to improve human relations in the multi-cultural and multi-faith Swedish society of today.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_irisdotteraldenmyrsara_2015,
title = {Recension av "Det postekulära klassrummet. Mot ett vidgat religionskunskapsbegrepp" (red Thalén och Carlsson, 2015)},
author = {Irisdotter Aldenmyr, Sara},
year = {2015},
journal = {Religion & Livsfrågor},
volume = {2},
pages = {18},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap (FLR)},
keywords = {utbildning och lärande; education and learning},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonwachenfeldtthomas_2018,
title = {The Becomings of Satanist Musicianship: a study of how Black metal musicians describe their learning processes},
author = {von Wachenfeldt, Thomas and Thorgersen, Ketil},
year = {2018},
journal = {Nordisk musikkpedagogisk forskning},
volume = {2017},
number = {18},
pages = {8},
language = {eng},
publisher = {Oslo : Norges musikkhøgskole},
keywords = {black metal; informal music education; the sublime; bourdieu; subculture},
abstract = {Research in music education has in the last decades become more attentive to musical learning through informal contexts. This article adds to the body of research by investigating the musical learning in a genre that is considered unacceptable and bad by most of society: black metal. Through interviews with five young black metal musicians from Sweden and Finland an interesting image was revealed of a musical practice that aims to fight evil by being evil, that worships enlightenment and the fulfilment of the individual potential and also detests religious organisations for suppressing people. The sonic is considered only a part of a gesamtkunstwerk where all parts of a performance are sup- posed to work together to create a feeling of fear or horror in the audience. The material opens up for interesting paths in music education when working with musical bildung and criticism of taken for granted truths, but at the same time presents a milieu where what is considered good by society is questioned.},
issn = {1504-5021}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dessingualexandre_2016,
title = {Dynamisk kulturarv, kritisk literacy og (fler)kulturforståelse i norsk grunnskole?},
author = {Dessingué, Alexandre},
year = {2016},
journal = {Nordidactica},
volume = {2016},
pages = {22--46},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {humanities in education; democracy; critical heritage; critical literacy; critical awareness; cultural memory studies; norwegian curricula},
abstract = {In 2010 and 2011 several political leaders in Europe took distance from the multicultural society model. The concept of cultural heritage has been central to this political debate. But this concept is also central in education and actively used both in the general part of the curriculum in Norway and also in the curricula of several subjects. This article examines how «cultural heritage» is defined and used in three central curricula: Norwegian, Religious Studies and Ethics (KRLE), and Social Sciences, at a macro level (subject’s purpose) and also at a micro level (learning outcomes). To analyze how this concept is used in these curricula is an important premise for being able to think critically about this concept within the classroom. It also creates a better prerequisite for understanding the extent to which these subjects are focusing on a more or less dynamic and inclusive understanding of identity, as well as a self-reflexive and critical skills development},
issn = {2000-9879}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_pruthalex_2012,
title = {Teacher’s leadership in web-based language courses in Dalarna University, Sweden},
author = {Pruth, Alex},
year = {2012},
journal = {International conference “ICT for Language Learning”},
pages = {411--413},
language = {eng},
publisher = {Florence, Italy : Libreriauniversitaria.it},
keywords = {teacher´s leadership; utbildning och lärande; education and learning},
abstract = {The purpose of this presentation is to discuss how teacher’s leadership can be used as a teaching method in web based language education. The environments that offer online courses provide a wide field for discussion on the contact between teacher and student. My intention is to contribute to the debate on teacher leadership in online courses. In my earlier studies on leadership, I have explored how some religious leaders affected different social movements in Brazil during the military dictatorship (1964-1985). Pruth (2004) by examining the three kinds of legitimacy described by Max Weber I aimed at seeing and analyzing how religious leaders used different teaching methods to explain their messages to ordinary citizens. Thus my research showed how educational leadership is a way to get people to reach their goals. I became interested in the subject teacher’s leadership whenI participated in a survey of the teaching methods of language courses in Dalarna University which is funded by the NGL Center of Dalarna University. In this project, we have made interviews with the teachers, undertaken the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the project to identify many differences in how language teachers interact with their students but also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This made me aware of how teachers use their leadership or not in their teaching. My focus is to look at the relationship between teachers and students as an important part of the development and quality of online courses. The teacher's performance on campus is different from online courses. I want to understand how the contact between teachers and students in online courses develop and look at how students can make use of this contact and what influence the teacher's leadership has on the ability for the students to achieve the goals of their course}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2014_6,
title = {Eleanor H. Porter’s Pollyanna: A Children’s Classic at 100},
year = {2014},
language = {eng},
publisher = {University Press of Mississippi},
keywords = {english and education; engelska med didaktisk inriktning},
abstract = {Appearing first as a weekly serial in The Christian Herald, Eleanor H. Porter’s Pollyanna was first published in book form in 1913. This popular story of an impoverished orphan girl who travels from America’s western frontier to live with her wealthy maternal Aunt Polly in the fictional east coast town of Beldingsville went through forty-seven printings in seven years and remains in print today in its original version, as well as in various translations and adaptations. The story’s enduring appeal lies in Pollyanna’s sunny personality and in her glad game, her playful attempt to accentuate the positive in every situation. In celebration of its centenary, this collection of thirteen original essays examines a wide variety of the novel and its sequel’s themes and concerns, as well as adaptations of the story in film, manga and translation. In this edited collection on Pollyanna, internationally respected and emerging scholars of children’s literature consider Porter’s work from modern critical perspectives. Contributors focus primarily on the novel itself but also examine Porter’s sequel, Pollyanna Grows Up, and the various film versions and translations of the novel. With backgrounds in children’s literature, cultural and film studies, philosophy, and religious studies, these scholars extend critical thinking about Porter’s work beyond the thematic readings that have dominated previous scholarship. In doing so, the authors approach the Pollyanna from theoretical perspectives that examine what happens when Pollyanna engages with the world—her community and the natural environment—around her, exposing the implicit philosophical, religious, and nationalist ideologies of the era in which Pollyanna was written. The final section is devoted to studies of adaptations of Porter’s protagonist.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_fjllsbyperolof_2012,
title = {Indien som utopi och verklighet: Om den teosofiska rörelsens bidrag till indisk utbildning och politik 1879-1930},
author = {Fjällsby, Per-Olof},
year = {2012},
language = {swe},
publisher = {Karlstads universitet},
keywords = {theosophy; indian reform movements; indian nationalism; theosophy and education; home rule movement; annie besant; teosofi; indiska reformrörelser; indisk nationalism},
abstract = {This thesis aims to contribute to a deeper understanding of the political ambitions and actions of the Theosophical Society within the emerging nationalist movement in India during 1879-1930.Different theoretical perspectives have been applied depending on the historical context, and Ludwik Fleck’s theory of thought collectives and thought styles served as a general frame for interpreting the movement’s actions and developmentA central concern in this study has been the attempt to explain how a numerically small movement with its roots in the West could come to have political influence in India for a period of time.The study starts off in a western historical context in an attempt to uncover the reasons behind the movement's commitment to India. It focuses on a culture or civilization critique the Theosophical Society shared with several other contemporary movements.The first part of the thesis examines the theosophical movement's establishment in India. The relationship with other Indian reform movements has been identified and dividing lines behind the official's eclectic attitude have been shown. The theosophical activities in India can thus be understood in relation to its critique of the modern development of society. My study of the period partly indicates shifts in opinions over time and position-takings with clear elements of competition in relation to other reform movements.The second study examines the theosophist’s involvement in education and discusses how the nationalist/theosophical educational ideals are reflected in tuition and in textbooks. Emphasis on the connection to the students’ own reality in order to develop a national consciousness is central. One's own religion, the historical narratives and the mother language are at the forefront of a national identity. The theosophist’s ambitions were to overcome the political and religious issues, but the network that was developed were too challenging to be accepted.The third study examines theosophy in the open political arena. The pattern is partly the same in terms of methods to reach a consensus for the main target - Home Rule. The political challenges were reflected in an increased political mobilization, which broadened the political activities outside the Congress.My study shows that there was an opposition in the theosophical movement to the politicization during the war, also among leading theosophists. After the war the marginalization of Theosophy was obvious in politics when the theosophical leadership chose to opt out of the Congress under Gandhi's leadership.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_pruthalex_2012_1,
title = {A lideranca Pedagógica do Professor nos Cursos de Idioma à Distância},
author = {Pruth, Alex},
year = {2012},
journal = {Cadernos do Tempo Presente},
volume = {9},
pages = {9},
language = {por},
publisher = {Brasilien},
keywords = {teachers leadership; teaching methods; web-based courses; lideranca; pedagogia; educacão à distância; utbildning och lärande; education and learning},
abstract = {The purpose of this presentation is to discuss how teacher’s leadership can be used as a teaching method in language course distance. The environments that offer online courses provide a wide field for discussion of the contact teacher and student. My intention is to contribute to debate on teacher’s leadership in online courses. In my earlier studies on leadership, I have had as objective to investigate how leadership can affect different social movement in Brazil that was active under the military dictatorship (1964-1985). By examining the three tip of legitimacy described by Weber (1964), I could make an overview of the tip of the leadership that was characterized by religious leaders. Thus, I examine how teacher leadership, as a vehicle for their message can use their educational leadership skills to get students to achieve learning outcomes in their course. This issue is part of the research project “Teaching Methods in web-based language teaching-mapping” and it´s financed by NGL-center from the Dalarna University.},
issn = {2179-2143}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olovssontordgran_2018,
title = {Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena},
author = {Olovsson, Tord Göran and Näsström, Gunilla},
year = {2018},
journal = {Nordidactica},
volume = {2018},
pages = {88--117},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {subject-integrated teaching; natural science; social studies; summarised grades; classification; subject-specific education; ämnesdidaktik},
abstract = {Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2013,
title = {Från outsourcing till "insourcing": Trosundervisningen i Svenska kyrkan under 1900-talet},
author = {Straarup, Jørgen},
year = {2013},
journal = {Kyrkohistorisk årsskrift},
pages = {47--56},
language = {swe},
publisher = {Uppsala : Svenska kyrkohistoriska föreningen},
keywords = {trosundervisning religionsundervisning kristendomsundervisning; historical studies; historiska studier},
issn = {0085-2619}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_letzterevamarie_2018,
title = {Med öga för publiken: Moralisk fostran genom heliga Birgittas och de svenska predikanternas exempelberättelser, cirka 1340-1500},
author = {Letzter, Eva-Marie},
year = {2018},
language = {swe},
publisher = {Historiska institutionen, Stockholms universitet},
keywords = {saint birgitta; swedish preachers; moral teaching; narrative analysis; plot structure; characters; late middle ages; cultural history; exemplary literature; exemplary stories; exempla; audience adaptation; identification},
abstract = {This dissertation is a comparative and deconstructive study of the use of narrative exempla in the Revelations of Saint Birgitta (also known as Saint Bridget of Sweden) and in Swedish sermon collections from the Late Middle Ages. The purpose is to show how Birgitta during the 14th century and Swedish preachers during the 15th century morally educated their audiences through the inclusion of exemplary stories in their works. Furthermore, this dissertation discusses and analyses the ways in which these authors adapted their stories to suite their respective audience. It distinguishes between how Birgitta addressed the worldly and religious leaders of Europe and how the Swedish preachers addressed a socially stratified Swedish congregation by applying Jonathan Cohen’s theory of identification with media characters. This dissertation hereby contributes not only to research concerning the didactics of Christian exemplary literature, but also to the methodology in which audience adaptation in this literature can be evaluated.Among the results of this study one finds that the exemplary stories in the Revelations and Swedish sermon collections are often used to rhetorically reinforce doctrinal lessons concerning man’s reciprocal relationship with God. Many of the lessons deal with Christ’s justice, the devil’s evil nature and man’s proper faith and hope in God. However, Birgitta tends to use her stories as analytical explanations for theses lessons, while the Swedish preachers use theirs as simple arguments for them. In view of narrative structure and content, Birgitta tends to focus on describing protagonists’ thoughts and inner disposition in her stories, whereas the Swedish preachers focus on protagonists’ physical course of action in their stories. Moreover, both authors depict international characters, settings and complication motives. Still, Birgitta highlights those associated with the higher estates, while the Swedish preachers emphasize those associated with general church life and the lower laity.These results correlate well with strategies suggested in media research for enticing audience identification with characters. In particular, I find that the virtuous or sinful way of life, led by the protagonists in the exemplary stories, mimics that of Birgitta’s and the Swedish preachers’ different target groups. Yet even more strikingly, numerous protagonists are also found to possess attractive heroic ideals. They embody heroic role models, which the authors’ respective audience can be expected to have wished to emulate themselves, and which Birgitta and the Swedish preachers likewise wanted their audience to follow, though to different extents and in different manners. While Birgitta and the Swedish preachers both used exemplary stories to morally educate their recipients in accordance with the Christian exemplary tradition, I thus conclude that their teaching differed in several significant ways, supporting the premise that the authors knew what they wanted to convey, and that they had a good eye for their respective audience.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_blomkvisttorsten_2010,
title = {Lärarutbildningens religionsämne i ljuset av ny lärarutbildning och nya kurs- och ämnesplaner i religionskunskap för skolan},
author = {Blomkvist, Torsten},
year = {2010},
journal = {Religionspedagogisk tidskrift},
volume = {23},
pages = {11--12},
language = {swe},
publisher = {Lomma : Religionspedagogiskt idéforum},
issn = {2000-4486}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonkeijo_1998,
title = {På spaning efter livets mening. Om livsfrågor och livsåskådning hos äldre grundskoleelever i en undervisningsmiljö som befrämjar kunskapande},
author = {Eriksson, Keijo},
year = {1998},
language = {swe},
publisher = {Department of Educational Research, Box 23 501, S-20045 Malmö, Sweden},
abstract = {Popular Abstract in Swedish Denna avhandling utgör den första delen i en planerad serie på tre rapporter med utgångspunkt i data insamlade läsåret 1993/94 i årskurs 9 vid en grundskola, där det lokala skolprojektet Tonåringens livssituation och livstolkning genomförts i ämnet religionskunskap. Det övergripande syftet med studien är att undersöka vilka centrala livsvärden eleverna ger uttryck för i en uppsats om det eftersträvansvärda i livet. Med centrala livsvärden, det eftersträvansvärda i livet, avser jag sådana värderingar som eleverna inte kan tänka sig att ge upp, det vill säga sådant som de strävar efter och som de i handling vill förverkliga. Fokus för studien är • att kartlägga inriktningen av och karaktären på elevernas centrala livsvärden, • att undersöka hur homogena eller heterogena dessa centrala livsfrågor är bland ungdomar, • att utveckla en undervisning så utformad att den kan stimulera elever till att reflektera kring livsfrågor och hur dessa reflektioner kan tillvaratas för en undervisningsprocess i ämnet religionskunskap. Studien avser att ge ökad kunskap om vad äldre grundskoleelever upplever som eftersträvansvärt i livet när de är på väg att lämna grundskolan och hur detta återspeglas i deras personliga livsåskådning. Här har jag hämtat inspiration ur en serie forskningsprojekt som påbörjades i slutet av 1960-talet och som på 90-talet resulterat i projektet Barns livssituation och livstolkning - Balil (Green & Hartman, 1992). Min studie anknyter således till en mångårig forskningstradition som har beskrivit och analyserat livsfrågor och personlig livsåskådning hos yngre barn i åldersgruppen 5 till 13 år. Syftet med min studie är vidare att försöka komma åt de skillnader och nyanser som visar sig i materialet genom att inte alla ungdomar omfattas av samma övertygelse i fråga om centrala livsvärden. Slutligen är syftet att utveckla en undervisningsmetod som utgår från den syn på kunskap och lärande - kunskapande - som presenterats i läroplanskommitténs betänkande SOU 1992:94 (Skola för bildning) och som kan ge underlag för en forskande process. För att realisera mina syften har jag stimulerat deltagande elever till en inre dialog med pennan via enkätmetod, satskompletteringar och temaskrivning med avsikt att låta tänkandet - kunskapandet - struktureras och formas genom språket. Datainsamlingen innebar att jag kontinuerligt samlade in och dokumenterade allt vad eleverna producerade i form av skrivna texter. Ett urval av dessa texter har sedan blivit föremål för innehållsanalys i detta avhandlingsarbete. Denna avhandling handlar således om livsfrågor och livsåskådning samt om ett undervisningsmetodiskt försök i gränslandet mellan de båda läroplanerna för grundskolan, Lgr 80 och Lpo 94. Bland de väsentligaste resultaten från denna studie när det gäller det första syftet har jag funnit • att äldre grundskoleelever ger uttryck för en stark kärlek till familjen, en grundläggande tilltro till utbildning, en tendens till värderationell arbetsmoral, ett utvecklat reflektivt tänkande om livsfrågor, en klart uttalad värdegrund samt framtidstro med inriktning mot tidsrelaterade företeelser, • att äldre elever funderar mycket över livsfrågor och att de livsviktiga frågorna - det viktigaste i livet - både engagerar och frambringar ställningstaganden som skapar en ambition till handling, • att värderingar och handlingsberedskap i äldre elevers föreställningsvärld hör nära samman. Då eleverna uttalar sig om antropologi, vilket är mest frekvent, politik och teologi hävdar de explicita värderingar som de vill omsätta i handling. Eleverna har dock lättare att se ur en antropologisk synvinkel än ur en ontologisk och betonar därvid särskilt de egna nära relationerna. Då det gäller det andra syftet kan konstateras att • flickorna ofta skriver längre och mer känslomässigt i sina uppsatser än pojkarna. Att flickor har lättare för att uttrycka sina tankar i skrift gör, att det är svårt att avgöra om skillnader mellan könen är effekten av olika uttrycksförmåga eller av olikheter i tänkandet, • undersökningens huvudresultat i kulturteoretiskt perspektiv visar en stor enighet i fråga om gemensamma funderingar men också att heterogeniteten i form av alternativa funderingar ställer ökade krav på en individanpassad undervisning i skolan. Alternativa uttalanden i föreliggande studie antyder också en möjlig framtida värderingsförskjutning i fråga om livsfrågorna, • en jämförelse mellan yngre och äldre elever åskådliggör, att elevers sätt att ge uttryck åt sina reflektioner är beroende av ålder men också att innehållet uppvisar många gemensamma drag. Man kan dock notera betydande kvalitetsskillnader hos äldre grundskoleelever genom att de innehar en utvecklad förmåga att uttrycka sitt reflektiva tänkande och starkare betonar värderingar och handling. När det gäller det tredje syftet kan observeras att • jag har funnit att en konsekvent genomförd uppläggning av en undervisningsprocess, enligt den syn på kunskap och lärande som genomsyrar läroplanskommitténs betänkande SOU 1992:94, ger stora möjlighetertill en kunskapande process i ämnet religionskunskap, • jag har visat att en demokratisk och elevaktiv undervisning, där varje individ får arbeta utifrån sina egna premisser med elevernas tänkande som utgångspunkt för lektionsinnehåll, ökar elevernas engagemang och motivation för ämnet, • jag har visat att ett undervisningsprogram, som låter elever skriva och i dialog med andra samtala om sina tankar och funderingar, skapar gynnsamma inlärningsmöjligheter vilka underlättar för elever att utveckla en personlig livsåskådning, • jag har funnit att det är att det är fullt möjligt att även skrivna texter i en undervisningssituation kan frilägga trovärdiga reflektioner om grundläggande uppfattningar i centrala livsfrågor.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bigliardistefano_2015,
title = {What would Ron choose from the Islamic basket? Notes on Scientology's construction of Islam},
author = {Bigliardi, Stefano},
year = {2015},
journal = {Temenos},
volume = {1},
number = {51},
pages = {95--121},
language = {eng},
publisher = {: Abo Akademi University},
abstract = {Two theological claims characterizing Scientology are its continuity with older religions, and its support for religious freedom and pluralism. This article, focusing on two articles that appeared in the magazine Advance! in the 1970s as well as other pieces authored by L. R. Hubbard, analyses Scientology's narrative about Islam following Jan Hjärpe's 'basket theory'.},
issn = {0497-1817}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2009_6,
title = {Heliga platser: pilgrimsfärder och andliga resor i vår samtid},
year = {2009},
language = {swe},
publisher = {Föreningen lärare i religionskunskap (FLR)},
keywords = {heliga platser; pilgrimsresor; andlighet; jerusalem; bodhgaya; amritsar; chichén itzá; the great blasket island; livsstilsteologi; kultplatskontinuitet},
abstract = {Temat för årsboken för Föreningen lärare i religionskunskap, FLR, är just heliga platser och pilgrimsfärder och andliga resor över huvud taget. Sju författare skriver om sina erfarenheter vid så vitt skilda platser som Jerusalem, Bodhgaya, Amritsar, Chichén Itzá, och The Great Blasket Island utanför Irlands västkust. I sina texter diskuterar författarna kring vad platsen kan betyda för människors tro och upplevelser av andlighet liksom om vad just den andliga resan kan betyda för den enskilda människan, må hon vara en pilgrim på medveten planlagd resa eller en av våra klassiska svenska författare och diktare som skriver om hemlängtan eller fantasiland i sitt författarskap.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_5,
title = {Våld i Guds namn: politisk aktivism inom världsreligionerna},
year = {2016},
language = {swe},
publisher = {Föreningen lärare i religionskunskap, FLR},
keywords = {våld i guds namn; politisk aktivism; världsreligioner; judendom; kristendom; islam; hinduism; hindunationalism; is; jihadism; nordirland; nazityskland; syrien; "islamiska staten"; israel},
abstract = {Temat för årsboken Föreningen lärare i religionskunskap, FLR, 2015 är Våld i Guds namn - Politisk aktivism inom världsreligionerna och i boken har nio forskare skrivit artiklar som behandlar årets tema inom olika världsreligioner. Vi möter inledningsvis en artikel som skriver om våld i de olika världsreligionerna i ett mer komparativt och historiskt perspektiv. Så finns det två artiklar som kan knytas mer specifikt till kristendom och den ena av dessa beskriver hur prästen Birger Forell arbetade mot förryck av både kristna och judar i Berlin 1933-1942. Den andra artikeln handlar om ekumeniskt arbete på Nordirland. Hindunationalismen står i fokus för en artikel som diskuterar både våld och icke-våld i Indien under 1900-talet. Tre artiklar behandlar på lite olika sätt islam, IS och jihadism relaterat till temat om våld i Guds namn. Boken avslutas med en mer personlig skildring av en resa till Israel där judendom, kristendom och islam har sina tydliga rötter och hur vi möter dessa tre religioner på olika sätt i både historia och nutid.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2007,
title = {Apocalypse Now: fakta, ideologi och domedagsscenarier i klimatförändringarnas kölvatten},
year = {2007},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap (FLR)},
keywords = {klimatförändringar; domedagsscenarier; profetior; miljöaktivism; apokalyptik; framtidspessimism},
abstract = {Föreningen för lärares (FLR´s Årsbok) 2007 handlar om debatterna om klimatförändringarna där många olika klimatforskare och miljövetare samsas med samhällsvetare, humanister och religionsvetare. Vad händer när naturkatastrofer av olika slag inträffar? Vi kan också lägga demokratiska och globala aspekter på klimatförändringarna och understryka den enskilda människans ansvar i sammanhanget. Mer filosofiska och teologiska aspekter kan också relateras till dessa frågor. Var går gränsen mellan en allt för ihärdig skrämselpropaganda, och ett mer nyanserat samtal om ett gemensamt ansvar för världens framtid? Dessa och andra frågor fokuseras i ett antal kortare artiklar i denna årsbok.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_7,
title = {Religion och estetik},
year = {2025},
language = {swe},
publisher = {Föreningen för lärare i religionskunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_3,
title = {Religion och vetenskap: Årsbok 2022},
year = {2022},
language = {swe},
publisher = {Föreningen Lärare i religionskunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_5,
title = {Ursprungsfolkens religioner: perspektiv på kontinuitet och förändring},
year = {2018},
language = {swe},
publisher = {Föreningen lärare i religionskunskap, FLR},
keywords = {ursprungsfolk; religioner; samer; mikmaq; maorier; populärkultur; maya; indiansk andlighet; förändringsprocesser; postkolonial teoribildning; identitet},
abstract = {Boken innehåller sju artiklar från sju aktiva svenska forskare om olika ursprungsfolkens religioner, alltifrån samisk religion och de nordamerikanska indianernas religioner till mayafolkets religioner och maoriernas religion. Läsaren får ta del av en bred översikt över dessa olika ursprungsfolks religioner och de förändringar dessa genomgått sedan kolonialismen i de respektive områdena.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hughesaaronw_2025,
title = {The Beautiful Game on a Muslim Pitch: How football and religion are shaping identity and society},
author = {Hughes, Aaron W. and Stenberg, Leif},
year = {2025},
journal = {The beautiful game on a muslim pitch},
language = {eng},
publisher = {: Edinburgh University Press},
keywords = {game design; sports; religious studies and theology},
abstract = {Examines how football and religion act together to shape both identity and society in Muslim contexts • Highlights how the relationship between religion and football is acted and staged today in the Middle East and North Africa, and in Muslim contexts around the world • Posits football as an analytical window for examining broader geopolitical and social forces, such as national politics, religion, construction of identities, and social cohesion • One of the few academic studies on football and religion in a Muslim context • Brings together research by leading scholars in Islamic Studies, Middle Eastern Studies, Religious Studies, History, Anthropology and Education This book showcases how football and religion are increasingly coming together in Muslim contexts to interact with and influence both identity and society. The first part of the volume is devoted to issues of identity, showing how football aids in its construction, maintenance and subversion. The second part reveals the deep-rooted connections between football and political and religious establishments by demonstrating how these establishments frequently use the game to disseminate or propagate their larger messages. Taken together, the book reveals how football has increasingly become a site for confrontations and negotiations over different understandings of religion - as a racial category, as gendered power, and as it is invested in issues of state politics.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rosandermichael_2003,
title = {Groupthink: An inquiry into the vicissitudes of regressive group processes},
author = {Rosander, Michael},
year = {2003},
language = {eng},
publisher = {Linköping University},
keywords = {groupthink; group dynamics; group cohesiveness; group processes; decision-making},
abstract = {The aim of this thesis was to examine and further develop an expanded groupthink model (Granstrom & Stiwne, 1998), and also to develop methods to capture the phenomenon in ordinary, authentic working groups. The groupthink model was first proposed by Janis (1972, 1982) and incorporates an omnipotent stance as something highly cohesive groups use handle difficult situations. The model was derived from studying powerful groups mainly in American politics. To be able to better use the concept on more ordinary groups an expanded groupthink model was hypothesised incorporating both an omnipotent and a depressive groupthink version based on the work of Klein (1977) and Bion (1961).This thesis builds on four studies of the bipolar groupthink phenomenon. In the first study questionnaire data from 308 participants in 29 groups where factor analysed resulting in three factors. The questionnaire could differentiate between groups and also between different organisations in the study. The use of organisations as basis for comparisons was based on the concept group propensity (Granström,1989), which describes reoccurring patterns of basic assumptions in one and the same organisation. In the second study the main focus was to refine the way data from the questionnaire is interpreted. Questionnaire data from 409 participants in 39 groups was used. As an alternative to the method used in the first study a circumplex analysis was made. It showed bipolar characteristics of the data, but also that the third factor from the previous factor analysis, although important for the groupthink concept, could not differentiate between the two types of groupthink. It was suggested that questionnaire data should be interpreted using only two factors. In the third study the focus was on how bipolar groupthink could be manifested in religious groups and how they had chosen to organise their work. Data from seven religious groups (n=64), categorised into one of three ways of organising work, was used. The results showed that more hierarchical groups also displayed more depressive groupthink tendencies, and more team-oriented groups displayed more omnipotent groupthink tendencies. However, the religious groups did not differ from groups in general. In the fourth study the connection between groupthink and group cohesiveness was investigated. First, a questionnaire on group cohesiveness was created and tested (n=202) giving a possibility to capture two aspects of cohesiveness: commitment to group relations and commitment to task. In the second part of the study data from five groups (n=35) on both the questionnaires showed a strong connection between commitment to task and the morale aspects of bipolar groupthink. Commitment to group relations did not differentiate between the groups indicating possible problems using it as a sole basis for group cohesiveness when examining groupthink - something that many previous studies have done.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_pripposcar_2015,
title = {Musical dimensions of ethnic formation and co-existence},
author = {Pripp, Oscar and Westvall, Maria},
year = {2015},
journal = {33. Nordic Ethnology and Folklore Conference},
language = {eng},
keywords = {musikvetenskap med musikpedagogisk inriktning; musicology esp. musical education},
abstract = {Music and dance have played an important role throughout history to strengthen bonds within groups and communities and in maintaining borders toward other groups of people. Music and dance have also been, and still are, an overarching force for co-existence, over demarcation lines between different ethnic, political and religious fractions and adversaries. In this presentation we discuss the role of music and dance among Kurds in Sweden and in their contacts and commitment (1) in Sweden and the Swedish majority society, (2) within the Kurdish worldwide diaspora and (3) to people in Kurdistan as well.The context is Kurdish organizations and temporary organized cultural events when Kurdishness and Kurdish mobilization is of current interest (as the ongoing war in Kurdistan). We also discuss these issues in relation to other musical traditions, as Swedish folkdance and folk music in Sweden and Finland and in relation to different concepts concerning co-existence among people.The presentation derives from the research project "Music, identity and multiculturalism. A study of the functions of music in ethnic-based associations in Sweden". The project studies the activities within six minority or national groups in Gothen-burg, Malmö and Stockholm.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hylntorsten_2023,
title = {Är religionen en biljardboll?},
author = {Hylén, Torsten},
year = {2023},
journal = {Religion och livsfrågor},
volume = {2},
number = {52},
pages = {4--5},
language = {swe},
publisher = {: Föreningen Lärare i Religionskunskap},
keywords = {humanioraseminariet},
issn = {0347-2159}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgfdgustavssoncaroline_2022,
title = {Delaktighet, gudstjänst och musikens betydelse.},
author = {Klintborg (f.d. Gustavsson), Caroline},
year = {2022},
journal = {Svensk kyrkotidning},
volume = {5},
pages = {142--146},
language = {swe},
keywords = {religionspedagogik; delaktighet; gudstjänst; education},
abstract = {I två större forskningsprojekt har Klintborg fått utrymme att undersöka människors upplevda delaktighet i söndagens gudstjänst. I den första studien stod körsångare i fokus och i den andra studien medarbetare och församlingsbor i Asarums pastorat i Blekinge. I båda projekten är en gemensam nämnare den stora betydelse musiken har för människor. Materialet ger spännande exempel på olika uppfattning om vad som är att betrakta som bra eller till och med lämplig musik under en gudstjänst och olika uppfattning om vem som ska spela och sjunga. Materialet ger med andra ord en bild av hur kyrkans medarbetare och församlingsbor uppfattar musikens plats och betydelse i praktiken. I artikeln reflekterar Klintborg över musiken som utmaning och möjlighet.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_orylskitomas_2007,
title = {Migrations du croire chez Michel de Certeau},
author = {Orylski, Tomas},
year = {2007},
language = {fra},
publisher = {Centre for Theology and Religious Studies, Lund University},
abstract = {Popular Abstract in Swedish Föreliggande avhandling, «Migrations du croire chez Michel de Certeau», undersöker Certeaus analyser av tron såsom de förekommer i hans litterära produktion. Den franska substantivformen «le croire» översätter jag med «tron» på svenska, vilket motsvaras exempelvis av de engelska uttrycken «belief» eller «believing». Min tes är att det finns ett samband mellan Certeaus analys av tron (le croire) och en attityd av migration, förflyttning, vandring och existentiellt sökande i hans skrifter. Detta samband rör, enligt min uppfattning, även hans personliga liv i så måtto att han vandrar från en vetenskaplig disciplin till en annan. Min studie försöker rekonstruera och diskutera detta komplex av trosvandringar (migrations du croire).}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2010,
title = {I coachingland - på spaning efter den inre potentialen},
author = {Hornborg, Anne-Christine},
year = {2010},
journal = {Chaos. Skandinavisk tidsskrift for religionhistoriske studier},
number = {53},
pages = {1--16},
language = {eng},
publisher = {: Forlaget Chaos},
abstract = {This article examines the expansive commercialization of various neospiritual and pseudoscientific practices currently mobilized in late modern Swedish pursuits of identity, meaning, and health. The focus is on the emergence and marketing of new entrepreneurs who have established themselves as “coaches” promoting personal development, and how they organize their own systems of education and certification. Publicly financed institutions at local, regional, and federal levels increasingly purchase such services for the benefit of their clients and personnel. The recent Swedish surge in unemployment, for instance, will be met by huge public investments in personal “coaching” for the unemployed. The article mainly focus on how coaching practices are introduced and applied in Swedish society, how they cater to individual pursuits of meaning, and how they contribute to socially acceptable expressions of discontent. Finally, a discussion is rised about which kinds of therapeutic messages and understandings are emancipatory for individual clients, and which merely serve to defuse social discontent.},
issn = {0108-4453}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_torstensonedtullie_2006,
title = {Children and God in the multicultural society},
author = {Torstenson- Ed, Tullie},
year = {2006},
journal = {British Journal of Religious Education},
volume = {1},
number = {28},
pages = {33--51},
language = {eng},
keywords = {children_conceptions of god_secularisation_multicultural society_religious education},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jnssonrune_2005,
title = {Solidaritetens gränser - eller: Är ett leende värt mer än ett par tior?},
author = {Jönsson, Rune and Liljefors Persson, Bodil},
year = {2005},
journal = {R & L : Religion & Livsfrågor},
volume = {1},
number = {38},
pages = {5--6},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {nu03; nationella utvärderingen av religionskunskap åk 9; etiska dilemmor; solidaritet; ansvar; empati},
abstract = {En kortfattad artikel baserad på resultat från Nationella utvärderingen, NU03, av ämnet religionskunskap för årskurs 9. Här fokuseras på elevsvar från olika etiska dilemmor.},
issn = {0347-2159}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_otterbeckjonas_2000,
title = {Islam på svenska : tidskriften Salaam och islams globalisering},
author = {Otterbeck, Jonas},
year = {2000},
language = {swe},
publisher = {Almqvist & Wiksell International},
abstract = {Popular Abstract in Swedish Avhandlingen beskriver och diskuterar de tidskrifter och böcker som muslimer i Sverige skrivit på svenska under 1900-talet. Framförallt gås innehållet i tidskriften Salaam - Islamisk Tidskrift (grundad 1986) igenom. Innehållet diskuteras i förhållande till hur islam har globaliserats de senaste tre decennierna. En slutsats är att Salaams skribenter har försökt att knyta sig till den s.k. islamiska rörelsen genom att reproducera dess texter och tolkningar. Samtidigt är det tydligt hur en västeuropeisk modernitet ligger till grund för den förståelse av islam som finns i Salaam. Tidigare forsknings antagande att Salaam företräder en svensk islam problematiseras. I avhandlingen diskuteras begrepp som privatisering, individuation, modernisering och globala idéflöden. Detta sätts sedan i förhållande till den övergripande frågan om hur religiös tolkning sker.}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_almpfrundera_2018,
title = {Equal health-care services from a prehospital emergency care perspective},
author = {Alm, Pfrunder A},
year = {2018},
language = {eng},
publisher = {Karolinska Institutet, Department of Clinical Science and Education, Södersjukhuset (KI SÖS)},
abstract = {All health-care service should provide good health and care on equal terms for the entire population, regardless of their place of residence, age, sex, disability, education, social status, ethnic or religious affiliation or sexual orientation. The ambulance service is part of the prehospital chain of care which is primarily responsible for the assessment of urgent care and transport of patients. An ambulance team in Stockholm consists of one emergency care nurse and one emergency medical technician. Medical guidelines are used aiming to support the ambulance team to make the right decision concerning the health care management. However, little is known about equal care in the ambulance service and therefore the overall aim of this thesis was to explore the care of patients by the ambulance personnel from an equality perspective. In study I, the aim of the study was to describe, based on the ambulance personnel's gender and years of experience. A retrospective study of patients (>65 years) with hip fracture who, during 2011 (n=722), were transported by ambulance to hospital. Most patients reported experiencing pain and 50% received pain medication. Ambulance personnel with working experience of <10 years administered more pain medication compared to those with experience of >10 years. There was a tendency for male ambulance personnel to administer pain medication more often compared to female personnel, but this tendency showed no significance. The main finding of the study was that personnel with working experience of less than 10 years administer more pain relief, even though only half of the patients received pain medication during ambulance transportation. In study II the aim was to explore the strategies of nurses working in the ambulance service while caring for patients with limited Swedish-English proficiency. A qualitative study design based on interviews was used and a purposeful sample and snowball technique was used to identify nurses with prehospital emergency experience of caring for patients with limited Swedish-English proficiency. Eleven nurses were interviewed, and the main strategy they used was adapting to the patients' need and the caring situation. The nurses used their own body, and tone of voice for creating a sense of trust and security. The nurses also used structured assessment in accordance with medical guidelines. Translation devices and relatives/bystanders were used as interpreters when possible. Another strategy was to transport the patient directly to the emergency department since they had not found a secure way of assessing and caring for the patients in the ambulance. In conclusion the nurses used a palette of strategies while assessing and caring for patients when there was no mutual language between the caregiver and care seeker.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_catojohan_2012,
title = {När islam blev svenskt : föreställningar om islam och muslimer i svensk offentlig politik 1975-2010},
author = {Cato, Johan},
year = {2012},
language = {swe},
publisher = {Centre for Theology and Religious Studies, Lund University},
abstract = {This dissertation aims to contribute to the study of the relationship between religion and politics and especially research about Islam and Muslims in Sweden. The thesis analyzes how Islam and Muslims are depicted in Swedish public policy debates between 1975–2010. The research questions are: How are Islam and Muslims described in Swedish public policy? Which questions and in what circumstances are Islam and Muslims described and discussed? How are Islam and Muslims represented in relation to Swedishness? Is collectivity assumed in the desciptions of Islam and Muslims, or is the variety of Muslims highlighted? The thesis also examines changes and continuity over time in the various discourses constructed about Islam and Muslims. The emperical material consists of major government documents, official government inquiries, parliamentary debates, bills, committee work, and proposals for parliamentary resolutions. The analysis draws upon a combination of discourse theory as formulated by Michel Foucault, including his thoughts on governmentality, and postcolonial theory as formulated by Edward Said, Homi K. Bhabha and Stuart Hall, which emphasizes questions concerning representation, stereotypes, Orientalism and imitation. The thesis demonstrates shifts that have occurred in the discourses concerning Islam and Muslims in public policy debates. In the initial two periods of 1975–1980 and 1980-1990, Islam and Muslims were mostly related to questions concerning practical issues like education and religious slaughter. During the 1990s the shift included a focus on independent Islamic schools, immigration and a more explicit focus on problems related to Islam and Muslims in Swedish society. During the period between 2001–2010, there was another shift that included focus on questions concerning Islamism, islamophobia and anti-Semitism among muslims. In the final chapter four different discourses are identified that compete to define and explain Islam and Muslims. The first is a discourse on integration; the second concerns equality; the third focuses on security; and the fourth is a discourse on homogenization. In conclusion the dissertation highlights how the Swedish state and the political parties through various strategies have tried to administer, channel and construct an acceptable version of Islam that incorporates moderate values, is secularized and liberal.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_skowronskieva_2013,
title = {Skola med fördröjning: nyanlända elevers sociala spelrum i "en skola för alla"},
author = {Skowronski, Eva},
year = {2013},
language = {swe},
abstract = {This dissertation aims to investigate the social situation at school for students that have migrated to Sweden during their last four years at compulsory school or during upper secondary school. The study investigates the social interaction between students with a special focus on the possibilities and hindrances for inclusion of the newcomer immigrant students in different groupings at school, and the ways these students handle possibilities and hindrances for social inclusion. The study focuses on newcomer immigrant students that are studying at different levels in the education system, from preparatory educational levels for newcomer immigrant students to regular education at compulsory or upper secondary school. Primarily the dissertation has an individual perspective, in that the interviewed students´ own experiences play a pivotal role. To be able to understand and explain why the social relations between students are the way they are, the analysis has also been connected to a macro level when needed. In this way the individual perspective is also to some extent put into an organizational perspective when it comes to how the school as an institution is organized, and a structural perspective when it concerns social power structures. Since one aim of the investigation is to emphasize the students´ individual experiences of their school situation, the basic method chosen has been qualitative interviews of students. Field studies have been used as a complement. I have interviewed 29 students at different schools in Malmö. Eleven of these students participated in follow-up interviews one to one-and-a-half years after the first interview. Another completing method has been to interview mainly teachers, but also other members of school staff, to deepen my knowledge of the students´ school situation in order to obtain versatile interviews with the students. Interviews with students and their narratives are though the main focus of the study. In order to analyze the empirical material I have mainly used theoretical tools and concepts from Erving Goffman and Pierre Bourdieu. One of the main concerns in Bourdieu´s sociological studies is the education system and how people within an educational field possess and compete for different hierarchical positions. Goffman´s theoretical perspective is closer to the individual and has contributed to the analysis of the different social relationships that the newcomer immigrant students are engaged in at school. Like Bourdieu´s theories Goffman´s theories can also be used to analyze power relations at school, for example through terms like stigmatization and total institutions. One of the most central results of the study concerns some of the interviewed students´ narratives about social exclusion through stigmatization. To be a newcomer immigrant student in the investigated schools often means a social position with a lower status than both students born in Sweden with parents born here and students born in Sweden with parents born abroad. The stigmatization ofteninvolves other students distancing themselves from the newcomer immigrant students in more or less obvious ways, for example by contemptuous comments or by ignoring them. The starting point for the stigmatization is primarily the Swedish linguistic level of the pupils, being a newcomer immigrant, being categorized as a ”refugee” and placed in preparatory education separated from regular education. The stigmatization of the newcomer immigrant students is also connected to the fact that they, as opposed to other students, are not yet considered qualified for regular education. The study shows that there are obvious differences in the social status between students in preparatory and regular education. In this way the reception system for newcomer immigrant students is one factor that can contribute to social exclusion of these students at school.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_kullann_2005,
title = {Piety and Politics : Nurcholish Madjid and His Interpretation of Islam in Modern Indonesia},
author = {Kull, Ann},
year = {2005},
language = {eng},
publisher = {Almqvist & Wiksell International},
abstract = {Popular Abstract in Swedish Denna islamologiska avhandling diskuterar och analyserar den islamtolkning som gjorts av den muslimske tänkaren Nurcholish Madjid i Indonesien. Nurcholish ¬ som nyligen dog vid sextisex års ålder - har bidragit till reformeringen av islamiskt tänkande i Indonesien i över trettio år. Hans idéer är starkt påverkade av den lokala indonesiska kontexten, men utgör också en del av en sekelgammal tradition av islamisk reform. Nurcholish utvecklade ett kontextuellt förhållningssätt både gentemot Koranen och en mängd andra källor från muslimsk historiografi. Den så kallade Madinah-konstitutionen och Ibn Taymiyyas verk har varit av särskild betydelse för honom. Nurcholishs i många avseende ovanliga förståelse av Ibn Taymiyya ligger till grund för hans inklusiva syn på religion. Genom att förespråka ett ijtihad som är både kontextuellt och kollektivt eftersträvar han en islamtolkning som fungerar i ett modernt sammanhang. Under hela sin karriär har Nurcholish sökt formulera gemensamma värderingar till grund för social rättvisa, religiös pluralism och tolerans samt demokrati. Han har däremot inte behandlat genusfrågor på samma utförliga sätt. Andlighet, mystik och inte minst det islamiska konceptet takwa "gudsmedvetenhet" har spelat en alltmer central roll i Nurcholishs tolkning av islam. Dessa idéer har också utgjort grunden för ett förverkligande av hans samhällspolitiska mål. Hans verksamhetsområde täckte därför in såväl en individuellt koncentrerad fromhet som en politisk tolkning av islam. Denna avhandling har två primära mål. För det första är det en idéhistorisk studie som analyserar Nurcholishs idémässiga produktion och hans metodologiska förhållningssätt. För det andra diskuteras Nurcholishs idéer och verksamheter utifrån skeenden i en indonesisk kontext. För detta syfte ges en beskrivning av Nurcholishs liv, hans intellektuella influenser och en koncentrerad översikt av relevant indonesisk historia. Dessutom presenteras en mängd olika material som insamlats under upprepade perioder av fältarbete i Jakarta. Detta material behandlar spridningen av Nurcholishs idéer genom högre nationell islamutbildning och hans socioreligiösa organisation Paramadina, samt hans roll som oberoende intellektuell i den nationella debatten. Hans målgrupper har varit den indonesiska medelklassen och eliten och många har varit mottagliga för hans idéer. Denna studie presenterar emellertid också den kritik som framförts mot hans idéer och verksamheter från både konservativa och sekulära muslimer.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nordstrmkarin_2004_1,
title = {Detachment and Relatedness - The Tension of a Twofold Pedagogy in Confirmation Work in the Church of Sweden},
author = {Nordström, Karin},
year = {2004},
journal = {Towards a European Perspective on Religious Education},
pages = {222--234},
language = {eng},
publisher = {: Artos & Norma},
abstract = {Two approaches to moral education are discussed in the article: one aiming at detachment in terms of personal autonomy, one aiming at relatedness in terms of a conscious socialisation into a shared morality of a community. The philosophical features of the two approaches are related to their respective pedagogical implications in a study of the pedagogical guidelines for confirmation work in the church of Sweden. An Examination of 'The Guiding Principles for Confirmation Work at the Church of Sweden' (2001) shows that both pedagogical approaches are expressed, but not related to each other. This creates a pedagogical situation characterized by tension. It is claimed that the two pedagogical appraches can be linked together by conceptualizing autonomy as a contra-factual pedagogical goal and as part of a relational understanding of morality.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_myrvoldkristina_2012,
title = {Swedish Case Study: Indian Migration and Population in Sweden},
author = {Myrvold, Kristina},
year = {2012},
language = {eng},
publisher = {Robert Schuman Centre for Advanced Studies},
abstract = {The Indian migration to Sweden began in the twentieth century with students, labour migrants, and asylum seekers settling in the country and children being adopted from India by Swedish parents. In the beginning of the twenty-first century the Indian population in Sweden has increased considerably as an effect of family reunification, natural increase, and an intensified immigration of students and skilled laborers in response to changing immigration policies and internationalization processes of higher education. This case study provides an overview of the migration and the demographic and socio-economic profile of the Indian population in Sweden. As the study illustrates, Indians in contemporary Sweden have diverse migrations histories and constitute a more heterogeneous group of people with different economic, social and cultural backgrounds. While media discourses and perceptions of India have often privilege religion, the Indians in Sweden have used religion and culture as key elements for organizing collective activities and creating representation and visibility in society. In general the Indians have succeeded fairly well in their economic, social and cultural integration into Swedish society, while their political participation has been more restricted..}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hellnertaylorkristina_2007,
title = {"Who are you to tell us our history?" : kultur och religion i hawaiianers möte med amerikansk mission},
author = {Hellner Taylor, Kristina},
year = {2007},
language = {swe},
publisher = {History and Anthropology of Religions},
abstract = {Popular Abstract in Swedish Hawaiianernas liv och historia har dokumenterats allt sedan första kontakten med västerländska äventyrsresanden i slutet av 1700-talet. I samband med amerikanska missionärers ankomst år 1820 introducerade och etablerade dessa missionärer en puritansk lära och kunskapsförmedling via det skrivna ordet. Mötena mellan de olika kulturerna har beskrivits som fredliga. Dock har det visat sig att dessa beskrivningar inte är helt sanningsenliga – det finns en annan sida av historien. Därmed är det rimligt att fråga hur introduktionen till den kristna läran och den så kallade västerländska civilisationen tedde sig. Enligt många hawaiianer förelåg konfliktsituationer och motstånd i stort sett redan från första mötet med västerlänningar, något som inte tydliggjorts i hittillsvarande historieskrivning. Detta väcker frågor som: Hur har "vi" västerlänningar tolkat och förstått den hawaiianska kulturen och historien? Hur har denna ”vår” förståelse och tolkning uppfattats av hawaiianerna? I denna avhandling riktas fokus mot de möten som uppstod mellan missionärer och hawaiianer med betoning på första hälften av 1800-talet. I dessa mötessituationer uppstod en rad problem till följd av olikartade uppfattningar om synen på människokroppen, sättet att klä sig, sexualitet, utbildning, kunskap såväl som uppfattningar om sociala relationer. Avhandlingen undersöker de inblandade aktörernas handlingsstrategier, och förtydligar missionärernas roll som civilisationskolonisatörer. Likaså diskuteras den koloniala kontexten som missionärerna inte bara verkade inom, utan också genererade. Avhandlingen lokaliserar, dokumenterar och diskuterar diskrepanserna mellan dessa båda kulturgruppers uppfattning om historia, civilisation, kultur, uppförande, moral och religion. Syftet är också att ifrågasätta tidigare historieskrivning och dess infallsvinklar med målsättningen att nå en vidgad förståelse för den hawaiianska kulturen och historien.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_jansontorsten_2003,
title = {Your Cradle Is Green : The Islamic Foundation and the Call to Islam in Children's Literature},
author = {Janson, Torsten},
year = {2003},
language = {eng},
publisher = {Almqvist & Wiksell International},
abstract = {Popular Abstract in Swedish Denna studie avhandlar den internationellt välkända Brittisk-muslimska organisationen Islamic Foundation och dess nyförståelse och tillämpning av da‘wa, d.v.s. ’kallet’ eller ’inbjudan’ till islam. Da‘wa är en ungefärlig motsvarighet till de kristna missions- eller evangeliseringsbegreppen. Avhandlingen ägnar särskild uppmärksamhet åt organisationens förlagsverksamhet, och i synnerhet dess utgivning av s.k. islamisk barnlitteratur. För att analysera detta nytänkande av da‘wa i den senmoderna muslimska minoritetskontexten utgår studien från ett genealogiskt, diskursanalytiskt perspektiv, som detta utvecklats i filosofisk och sociologisk teoribildning. Som bakgrund utforskar avhandlingen da‘wa praktikernas diskursiva historia och undersöker därmed i synnerhet maktaspekter. Vem har begagnat sig av da‘wa vokabulär och för vilka syften? I vilken omfattning avspeglar perioder av intensiv da‘wa övergripande sociala eller politiska förändringsprocesser? Hur skall vi begripa den tystnad som tycks råda om da‘wa under andra perioder? Avhandlingen driver tesen att en ny diskursiv da‘wa ordning har uppstått i moderniteten, vilken framförallt definierats av en Sunnitisk väckelserörelse. Avhandlingen beskriver vidare de brittisk-muslimska gruppernas formering, kärnfrågor och debatter. Den visar hur Islamic Foundation har utformat sina verksamheter i en växelverkan mellan da‘wa diskursens ordning och migrationens och postkolonialitetens erfarenheter. Organisationen bedriver ett antal verksamheter som skärskådas i studien. Bland dessa kan man nämna tvärkonfessionell liksom intern muslimsk dialog. Den bedriver vidare högskoleutbildning och forskning om s.k. islamisk ekonomi, samt ger informationskurser om islam och kulturell pluralism. Framförallt har emellertid organisationen ägnat sig åt bokutgivning, vars profil och tendenser utforskas i avhandlingen. Utifrån dessa sammanhang försöker avhandlingen skapa förståelse för dynamiken bakom organisationens utgivning av barnlitteratur, samtdennas karaktär. I centrum står en detaljerad analys av böckernas texter såväl som paratexter, med avseende på deras instruktioner om islam, deras pedagogisk-narrativa berättelser samt deras bilder. Särskild uppmärksamhet ägnas tendenserna till kulturell kreolisering: de implicit subversiva försöken att finna nya kulturella uttryck (énonciations). Det visar sig att de referenser som ordnar och auktoriserar barnlitteraturen i lika hög grad hänvisar till Islamiska litterära traditioner som aktuella socio-kulturella syften och konventioner. Islamic Foundation förhandlar således en islamisk väckelseambition med den brittisk-globala kulturens estetiska och pedagogiska modeller. De tidiga barnböckerna uppehöll sig tematiskt framförallt vid interna och traditionella syften, såsom muslimsk tro, rit och sakral historia. På senare tid har emellertid litteraturen kommit att uppvisa ett ökande självförtroende i gestaltningen av samtidens Storbritannien, likväl med islamiska påbud och ideal som en utgångspunkt. Idagkombinerar Islamic Foundations barnböcker en utpräglat öppen kulturell identitet med tendenser till sluten och defensiv betoning av islamisk särart.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundvonne_2007,
title = {Expanding the moral circle: farmed fish as objects of moral concern},
author = {Lund, Vonne and Mejdell, Cecilie M. and Röcklinsberg, Helena and Anthony, Ray and Hastein, Tore},
year = {2007},
journal = {Diseases of Aquatic Organisms},
volume = {2},
number = {75},
pages = {109--118},
language = {eng},
publisher = {: Inter-Research},
abstract = {Until recently fish welfare attracted little attention, but international and national legislation and standards of fish welfare are now emerging and an overview of these developments is presented in this study. Whereas animal welfare legislation is based on public morality, animal ethics does not automatically accept public morality as normative and elaborates arguments regarding the way humans should treat animals (referred to as moral standards). In this study we present the most common animal ethics theories. For most of these, sentience is considered a demarcation line for moral concern: if an animal is sentient, then it should be included in the moral circle, i.e. receive moral consideration in its own right and some basic welfare should be ensured. As for fish, research has revealed that the sensory system of teleosts can detect noxious stimuli, and that some kind of phenomenal consciousness, allowing the fish to feel pain, seems to be present. This raises the ethical question as to how much evidence we need in order to act on such indications of fish sentience. A simple risk analysis shows that the probability that fishes can feel pain is not negligible and that if they do indeed experience pain the consequences in terms of the number of suffering individuals are great. We conclude that farmed fish should be given the benefit of the doubt and we should make efforts that their welfare needs are met as well as possible. Finally, the way forward is briefly discussed: efforts must be made to understand what fish welfare means in practical fish farming. This will involve the development of research and education, greater accountability and transparency, compliance with and control of policies, and quality assurance schemes.},
issn = {0177-5103}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rothhansingvar_2001,
title = {Den särskiljande politiken. En analys av debatten om positiv särbehandling i USA},
author = {Roth, Hans Ingvar},
year = {2001},
language = {swe},
publisher = {Department of Theology, Lund University},
abstract = {Popular Abstract in Swedish Avhandlingens syfte är att analysera den akademiska debatten kring positiv särbehandling i USA med speciell tonvikt på de svarta amerikanernas historiska och aktuella förhållanden.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonelisabet,
title = {Sexuality and HIV prevention: concerns of young people within faith communities in KwaZulu–Natal, South Africa:},
author = {Eriksson, Elisabet and Lindmark, Gunilla and Haddad, Beverley and Axemo, Pia},
language = {eng},
keywords = {religion; education; hiv; aids; youth; church; south africa; medicine; international health; internationell hälsa},
abstract = {This paper explores HIV prevention messages reported by young people, and their perceived risk of HIV infection in faith communities. A questionnaire survey was conducted, including young people (n=1102) affiliated to the Roman Catholic Church, the Lutheran Church and the Assemblies of God. The questionnaire included: sociodemographic characteristics, the teachings of the churches on sexuality and HIV prevention, experiences of relationships, and the perceived risk of HIV infection. Participants were also encouraged to write questions on sexuality and HIV/AIDS. Unmarried individuals aged 15-24 years (n=811) were included in the analysis. The majority (83%) participated in youth groups and considered themselves as religious (80%). Premarital sexual abstinence was the most frequent (88%) reported prevention message from the church, followed by: faithfulness (23%), HIV testing (18%), and condom use (17%). The majority (83%) had experience of a relationship and perceived themselves at risk of HIV infection (53%); 29% of the respondents had been tested. Using binary logistic regression analysis, we found that religious affiliation was associated with education on sexuality and HIV in youth groups, suggesting better information for members in the Lutheran and Catholic churches. Lutheran youth were more likely to be tested for HIV. The personal questions illustrated that young people in churches have serious questions about their sexuality, relationships, and HIV transmission. In conclusion, faith communities focus on abstinence messages, while the information on sexuality and relationships appear to be less frequent. Faith communities need to strengthen their capacity to educate young people about sexuality, relationships and HIV prevention. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonmaria_2021,
title = {Enquiries in history: Experiences from a professional development seminar series},
author = {Johansson, Maria and Holmberg, Ulrik and Johansson, Patrik},
year = {2021},
journal = {Professional development 2 (papers)},
language = {eng},
keywords = {historical enquiry; ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik; teaching and learning with specialisation in the social sciences education; samhällskunskap},
abstract = {The aim of the research project (financed by Swedish Institute for Educational Research) is to develop the enquiry method as an educational approach for teachers to develop students’ critical abilities. Enquiry is a student-active method with the potential to enhance students’ learning under the guidance and instruction from proficient teachers. Therefore, it requires high demands on teachers' academic and subject didactical knowledge. The project is a researcher-teacher collaborative study where around thirty teachers from three school subjects (history, religious education and social studies) have designed and tested enquiries. During the three-year project (2020-2023) three research questions will be addressed: 1) how the method works as a knowledge-generating approach for students in a Swedish school context, 2) what characterizes teachers’ competence to construct and teach enquiries, and 3) how this competence can be advanced within the framework of a professional learning community.We present the theoretical context for a professional development seminar series called Doing Enquiry, and empirical samples and experiences from its implementation including enquiries designed and performed by the history teachers. Starting from the IDM-framework (Swan, Lee, & Grant, 2018), this seminar series focuses on the collaborative construction of enquiries. A hypothesis for the seminar series was that it would be crucial to provide an opportunity to take the role of the teacher as well as being positioned as a pupil in the construction phase of an enquiry. So far, preliminary results will reflect on the second and third question. The results indicate that some elements in history teachers’ competences, that professional development can enhance, are particularly important, e.g., a systematic approach to the planning, implementation and teaching of an enquiry; using a shared subject didactic knowledge within a professional community; and, deep academic knowledge. }
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_collstegran_2005,
title = {Possibilities of Religous Pluralism},
author = {Collste, Göran},
year = {2005},
language = {eng},
publisher = {Linköping University Electronic Press},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {The six essays collected in this volume address from different disciplinary perspectives the implication of religious pluralism for school, work, politics, values and law.Reevany Bustami analyses the new Malaysian Prime Minister’s view on national identity and religious pluralism. Ellisha Nasruddin examines pluralism as manifested in the form of ethnic integration within work organisations. Göran Collste discusses the possibilities of moral and political consensus in nations characterised by religious pluralism. Edgar Almén describes the modern Swedish history of handling pluralism within religious education. Annika Rabo discusses family law and religious pluralism in Syria and, finally, Hans Ingvar Roth focuses on factors contributing to social and political polarisation and on conditions for a fruitful inter- and intra religious dialogue.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallemma_2009,
title = {Förord},
author = {Hall, Emma and Liljefors Persson, Bodil},
year = {2009},
journal = {Heliga platser},
pages = {7--9},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {heliga platser; pilgrimsfärder; andliga resor; globalisering; religiösa traditioner; religiösa landskap},
abstract = {Förord till Årsboken 2009 utgiven av Föreningen lärare i religionskunskap med temat Heliga platser,pilgrimsfärder och andliga resor i vår samtid.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_appelroserica_2009,
title = {Religion, livssyn och moral: Antologi för gymnasiet},
author = {Appelros, Erica},
year = {2009},
language = {swe},
publisher = {Natur och kultur},
abstract = {En antologi för gymnasiets religionskunskap med ett urval av texter - faktatexter, debattexter, berättande texter, dikter och sångtexter. Till samtliga finns inledande presentationer och diskussionsfrågor.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2008,
title = {Mi'kmaq Landscapes: From Animism to Sacred Ecology},
author = {Hornborg, Anne-Christine},
year = {2008},
language = {eng},
publisher = {Ashgate},
keywords = {canadian mi'kmaq indians; animism; phenomenology of landscape; lifeworlds; environmental issues; traditionalism},
abstract = { This book seeks to explore historical changes in the lifeworld of the Mi'kmaq Indians of Eastern Canada. The Mi'kmaq culture hero Kluskap serves as a key persona in discussing issues such as traditions, changing conceptions of land, and human-environmental relations. In order not to depict Mi'kmaq culture as timeless, two important periods in its history are examined. Within the first period, between 1850 and 1930, Hornborg explores historical evidence of the ontology, epistemology, and ethics - jointly labelled animism - that stem from a premodern Mi'kmaq hunting subsistence. New ways of discussing animism and shamanism are here richly exemplified. The second study situates the culture hero in the modern world of the 1990s, when allusions to Mi'kmaq tradition and to Kluskap played an important role in the struggle against a planned superquarry on Cape Breton. This study discusses the eco-cosmology that has been formulated by modern reserve inhabitants which could be labelled a 'sacred ecology'. Focusing on how the Mi'kmaq are rebuilding their traditions and environmental relations in interaction with modern society, Hornborg illustrates how environmental groups, pan-Indianism, and education play an important role, but so does reserve life. By anchoring their engagement in reserve life the Mi'kmaq traditionalists have, to a large extent, been able to confront both external and internal doubts about their authenticity. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedinchrister_1996_1,
title = {Samhällsutvecklingens orsaker enligt skolans kursplaner},
author = {Hedin, Christer},
year = {1996},
journal = {Didactica minora},
number = {37},
pages = {6--26},
language = {eng},
keywords = {history of religion},
abstract = {Innehåller en analys av historiesynen i gymnasiets kursplaner för samhällskunskap, historia, filosofi och religionskunskap. Samtliga kursplaner anbefaller en idealistisk historiesyn. Detta beror sannolikt på politiska faktorer, bland annat "marxismens fal}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_blancksara_2019_1,
title = {SO för lärare 1-3},
author = {Blanck, Sara and Franck, Olof and Holmqvist Lidh, Carina and Lilliestam, Anna-Lena and Pettersson, Anna},
year = {2019},
language = {swe},
publisher = {Gleerups Utbildning AB},
abstract = {Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1-3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen.De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen.Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1-3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2011_4,
title = {Lika och unika. Om mening, värde och tro},
author = {Franck, Olof},
year = {2011},
language = {swe},
publisher = {Studentlitteratur},
keywords = {religion; mening; värde; tro},
abstract = {Religionskunskap är ett ämne med särskild betydelse i ett samhälle som präglas av mångfald. Det sätter fokus på frågor som rör människors tro, deras vägar att gå för att söka mening och deras sätt att värna om viktiga värden. I Lika och unika , som är en lärobok för Religionskunskap 1 och 2 på gymnasiet, presenteras mångfalden av dessa frågor utifrån olika infallsvinklar med syftet att inspirera elever till reflektion och analys.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2020,
title = {Om kunskap om religionsundervisningi polariseringens tid},
author = {Sjöborg, Anders},
year = {2020},
journal = {Existentiella frågor i barns och ungas liv},
pages = {113--119},
language = {swe},
publisher = {Malmö},
keywords = {sociology of religion; religionssociologi},
abstract = {Artikeln tar avstamp i en debatt som initierats av en debattartikel vilken tar sin utgångspunkt i rapporten Kränkt för sin tro. Utifrån en problematisering av två debattartiklar och rapporter argumenteras för att de som är verksamma i skolan tar del av studier om religion och religionskunskap i skolan och att det samtidigt är viktigt att vara på sin vakt mot studier med bristfälligt vetenskapligt stöd samt påståenden om kris i svensk religionsundervisning.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_nyakatoviolanilah_2021,
title = {Covid reveals flaws in the protection of girls in Uganda: recommendations on how to tackle sexual and gender-based violence},
author = {Nyakato, Viola Nilah and Kemigisha, Elizabeth and Tuhumwire, Margaret and Fisher, Eleanor},
year = {2021},
language = {eng},
publisher = {Nordiska Afrikainstitutet},
keywords = {covid-19; child protection; empowerment; epidemics; girls; recommendations; sexual abuse; social norms; social welfare; uganda; violence against women; women},
abstract = {Rates of sexual and gender-based violence (SGBV) are high in Uganda, by both global and African comparison, and the Covid-19 pandemic has made things even worse. Breaking the cultural, religious and social norms that perpetuate and trivialise SGBV is key to improve the situation. However, there are also other measures, such as communication channels for reporting and following up on SGBV, safe shelters and support for girls threatened by perpetrators, and improved sexual education in schools.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jnssonrune_2004_1,
title = {Vet inte om det finns någon mening med livet. Jag har funderat en del på det},
author = {Jönsson, Rune and Liljefors Persson, Bodil},
year = {2004},
journal = {Religion & livsfrågor},
volume = {4},
number = {37},
pages = {6--7},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {skolverket; nu03; årskurs 9; meningen med livet; elevperspektiv},
abstract = {En kortfattad artikel baserad på nationella utvärderingen som genomfördes av Skolverket 2003 i ämnet religionskunskap för årskurs 9. Här fokuseras livsfrågor och vad som upptar elevernas tankar kring livet och vad de upplever som viktigt och som vara meningen med livet.},
issn = {0347-2159}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonsidsel_2001,
title = {Not Just Any Water : Hinduism, Ecology and the Ganges Water Controversy},
author = {Hansson, Sidsel},
year = {2001},
language = {eng},
publisher = {Department of Theology, Lund University},
abstract = {Popular Abstract in Swedish Gangesfloden i Varanasi (Indien) anses samtidigt vara fullkomligt ren och svårt förorenad, beroende på vem som definierar dess egenskaper, brahminska religiösa specialister eller vetenskapligt orienterade miljöaktivister. Medan kontroversen fortgår, försöker några hinduiska religiösa ledare att anpassa sina traditioner till de nya miljöparadigmen, och deras förhållningssätt kan ses som en del av en ny religiös, global trend. I studien diskuteras de positioner som religiösa specialister intar med avseende på miljö och religion. Studien fokuserar emellertid först och främst på en bestämd kultplats vid Gangesfloden i Varanasi, där lokalbefolkningen samlas för att bada. På denna plats utgör frågan om Gangesflodens renhet inte ett stridsämne, men snarare en svårbegriplig aspekt av deras livsvärld. Vardagslivet på kultplatsen beskrivs genom en diskussion av hur detta struktureras med hjälp av centrala principer som renhet, heder och genus. Några centrala religiösa handlingar (bad och reningsriter) och uppfattningar om Gangesfloden, undersöks utifrån frågor kring miljösyn och religiös förändring. Studien visar att unga människors religiösa liv vid Gangesfloden allmänt präglas av av-ritualisering. Utbildning tycks vara en signifikant dimension för miljökunskap. Undersökningen är preliminär och visar att det inte finns någon korrespondans mellan miljösyn och religiösa uppfattningar.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_hornborgannechristine_2001,
title = {A Landscape of Left-Overs: CHanging Conceptions of Place and Environment among Mi'kmaq Indians of Eastern Canada},
author = {Hornborg, Anne-Christine},
year = {2001},
language = {eng},
publisher = {Almqvist & Wiksell International},
keywords = {canadian mi'kmaq indians; human-environmental relations; ecocosmology; traditionalism},
abstract = {This dissertation seeks to explore historical changes in the lifeworld of the Mi’kmaq Indians of Eastern Canada. The Mi’kmaq culture hero Kluskap here serves as a key persona in discussing issues such as traditions, changing conceptions of land, and human-environmental relations. In order not to depict Mi’kmaq culture as timeless, two important periods in its history are examined. The first study reviews historical evidence of the ontology, epistemology, and ethics – jointly labeled animism – that stem from a premodern Mi’kmaq hunting subsistence. This evidence dates from the period between 1850 and 1930, which is also the period when the Mi’kmaq were gradually being forced to settle in the reserves. The second study situates the culture hero in the modern world of the 1990s, when allusions to Mi’kmaq tradition and to Kluskap played an important role in the struggle against a planned superquarry on Cape Breton. This study discusses the ecocosmology that has been formulated by modern reserve inhabitants and that could be labeled a “sacred ecology”. If the premodern ecocosmologies have been favorably treated by Westerners, the modern Natives’ attempt to create a “sacred ecology” has been received with ambivalence. It has been welcomed by some as an alternative to Western ways of treating nature, which threaten our global survival. But it has also been criticized as a modern construction designed by Natives to gain benefits from Canadian society. In the example of the Mi’kmaq struggle against the superquarry, this critique is discussed, with a focus on how the Mi’kmaq are rebuilding their traditions and environmental relations in interaction with modern society. In this process, environmental groups, pan-Indianism, and education play an important role, but so does reserve life. By anchoring their engagement in reserve life the Mi’kmaq traditionalists have to a large extent been able to confront both external and internal doubts about their authenticity.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bunarnihad_2008,
title = {The free schools "riddle": Between traditional socialdemocratic, neo-liberal and multicultural tenets},
author = {Bunar, Nihad},
year = {2008},
journal = {Scandinavian Journal of Educational Research},
volume = {4},
number = {52},
pages = {16},
language = {eng},
abstract = {The question of what role free schools should perform in the Swedish educational system has been a contested subject between three ideological, theoretical, political and policy tenets. The first, ‘‘contribution to pedagogical diversity in a controlled school market’’ reflects a traditional social democratic view. The second, ‘‘contribution to a better education on a competitive school market’’ reflects a neo-liberal approach. The third tenet, ‘‘contribution to the maintenance of groups’ and individuals’ cultural and religious identity’’ reflects a multicultural view insisting on the thesis that a family’s cultural and religious identity should be a steering motive for the school choice. The aim of this article is to take a closer look at what the three tenets that constitute the ‘‘riddle’’ contain— including their claims, responses to critics, arguments and empirical evidence—and to discuss some of their practical impacts on the shaping of educational policy.},
issn = {0031-3831}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_moilaneninka_2016,
title = {Law, Learning, and the Networks of Knowledge: Archbishop Wulfstan and the Worcester Manuscripts in Context},
author = {Moilanen, Inka},
year = {2016},
language = {eng},
abstract = {The fundamental interconnections between homiletics, religious instruction, legislation and political theory are apparent in the works of Wulfstan, Bishop of London and Worcester and Archbishop of York (d. 1023). When assessing the impact of Wulfstan’s own background on his religious-political discourse, however, we are forced to rely mainly on conjectures. His life before the appointment to the see of London in 996 remains unknown, and he rarely mentions his sources or quotes them verbatim. Wulfstan’s position in the politics of the day was nonetheless important, and it is clear that his monastic education played a crucial role in it. This paper explores this interconnectedness of learning, teaching and political engagement, focusing on manuscripts that can be connected to Wulfstan himself, as well as those connected to the cathedral monastery of Worcester. The purpose of the paper is, firstly, to shed light on Wulfstan’s own educational background and networks, and thus to elucidate his choices in transferring knowledge of the ’holy society’ into the political and legal discourse. Secondly, the paper also emphasizes the role of Worcester itself, as a node of learning through which these notions were further circulated by means of lay education, pastoral care, and secular legislation.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_beachdennis_2010,
title = {The Politics of Textbook Use: An Ethnographic Investigation},
author = {Beach, Dennis and Player-Koro, Catarina},
year = {2010},
language = {eng},
abstract = {The subject textbook has been studied and described by amongst others Michael Apple (Apple 1991 and John Dewey (Dewey 1966). However, as yet little attention has actually been paid tothis artefact in use and to its role in definingwhose culture is taught and learned and what the mechanisms of this process are. By ethnographically studying the use of textbooks in everyday educational interchanges we contribute insight into these processes based on an investigation of the use, content and effects of subject textbooks in mathematics in the subject studies education in pre-service mathematics education courses. Dewey and then later Apple regarded textbooks as instruments for the moral regulation of (subordinated) individuals (i.e. pupils) in the struggle by powerful groups to build political and cultural accord within various levels of society. This political, economic, ideological or cultural power, they also noted, was exerted by dominant groups over others regardless of the explicit consent of the latter. This has also been suggested by amongst others Judy Trecker (Trecker 1973) and in de Castell et al (eds) (1989). However, as these authors also note, the curriculum of the school and other education institutions – like the university and its teacher education programmes (Beach 1995, 1997, 1999, 2000) - does not represent neutral knowledge, so textbooks are also potential sites of popular resistance toward the interests underlying official knowledge with a potential for developing alternative ideas and ideologies (Stubbs 1996). What comes to count as legitimate knowledge is the result of complex powerrelations, struggles, and compromises among different classed,raced, gendered, and religious groups around the messages, values, implicit ideologies and recognized possibilities in educational texts (Trecker 1973, Apple 1992).}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bouakazlaid_2012,
title = {Att behålla mitt och lära mig något nytt: föräldraengagemang i mångkulturella miljöer},
author = {Bouakaz, Laid},
year = {2012},
language = {swe},
publisher = {Kommission för ett socialt hållbart Malmö, Malmö stad},
keywords = {föräldrar; ungdomar; mångkulturalitet; komplementär skola},
abstract = {Hur engagerar föräldrar sig i deras barns utbildning utanför den ordinarie skolan? Rapporten presenterar en skolform vilken delvis är dold för forskare, lärare, politiker och beslutsfattare. Det är de ”komplementära undervisningsformerna” i form av läxhjälp i olika skolämnen, modersmålsundervisning, kultur och religionsundervisning som i högsta grad är organiserade av ideella ledare efter den ordinarie skolans slut eller på helgerna. Rapporten är skriven inom ramen för forskningsprojektet: Ett utbildningspolitiskt dilemma: Mångkulturell inkorporering och skolframgång. Projektet finansieras av Vetenskapsrådets Utbildningsvetenskapliga kommitté. En del av studien presenteras i den här rapporten. Jag kommer att ge svar på frågor i syfte att introducera komplementära skolor för att förstå föräldrarnas dolda kamp i det mångkulturella. Syftet med studien är att på djupet undersöka de komplementära undervisningsformerna som föräldrar anordnar i Malmö. Rapporten innehåller svar på följande frågor: • Vad är en komplementär skola? Vilka typer av komplementära skolor finns i Malmö? Varför upprättas komplementära skolor och vilka är aktörerna? • Hur organiseras undervisningen och vilken typ av läromedel används? • Vilken roll spelar dessa komplementära skolor i kvalificering, socialisering och subjektfiering av barn och ungdomar i den mångkulturella skolan och samhället? • Ägnar aktörerna i den komplementära skolan särskild uppmärksamhet åt barns och ungas kulturella behov mer än vad en statlig/kommunal skola gör? Jag har i rapporten utgått ifrån och byggt vidare på insikter från tidigare internationella samt nationella studier. Det empirska materialet består av både kvantitativa och kvalitativa data. Det kvantitativa underlaget används i huvudsak för att presentera de undersökta komplementära skolors omfattning och undervisningsinnehåll och efterfrågan i Malmö. Vidare presenteras tre fallskolor. I studien framkommer att det finns tre olika typer av komplementära skolor i Malmö. Dels de som sysslar med läxhjälp och undervisning i olika skolämnen, dels de som ger barn och ungdomar möjligheter att utforska kultur och kulturarv och de som har ett religiöst innehåll. Föräldrarnas/lärarnas syn på inkorporering kan sammanfattas i tre punkter. De anser att barn och ungdomar ska: • utrustas med kunskap och färdigheter om deras religion, språk (modersmålet) och kultur, • behärska det svenska språket minst lika bra som infödda svenska barn samt, • skaffa sig en utbildning och ett jobb som tillsammans bidrar till att varje barn utövar sina medborgerliga rättigheter som vilken svensk infödd som helst. Rapporten avslutas med rekommendationer till kommissionen om att bättre synliggöra och erkänna föräldrarnas engagemang i komplementära skolor. Och skapa möjligheter för att utveckla gemensamma värderingar för ett medborgarskap grundat på dialog, ömsesidig respekt, acceptans och erkännande av mångfald.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fuchshelen_2014,
title = {När blir samtidskonst i kyrkan konsthistoriskt intressant?},
author = {Fuchs, Helen},
year = {2014},
journal = {De kyrkliga kulturarven},
pages = {127--134},
language = {swe},
publisher = {Uppsala : Uppsala universitet},
keywords = {kyrkor; kulturarv; samtidskonst},
abstract = {Varför skrivs det så lite om samtidskonsten i kyrkan? Vad krävs för att göra det intressant? Varför tycks de senaste decenniernas teori- och metodutveckling inom konstvetenskapen inte ha nått detta fält? Med utgångspunkt från en kurs om religion och bildkonst i det sena 1900-talets Sverige (7,5 hp) och min avhandling om historieskrivningen kring glasmåleri, vill jag diskutera konsekvenserna av konstvetenskapens ointresse för samtidskonst i kyrkan. Men jag vill också peka på möjligheter att reaktivera kyrkan som konstvetenskapligt intressant kontext. Konstvetenskap som disciplin har mycket att vinna på att koppla samman historia och samtid genom kyrkan som kontext, i undervisningen och med tanke på den akademiska tredje uppgiften.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_11,
title = {The Embodied Child: Readings in Children’s Literature and Culture},
year = {2017},
language = {eng},
publisher = {Routledge},
keywords = {english; specialization in didactics; engelska med didaktisk inriktning},
abstract = {The Embodied Child: Readings in Children’s Literature and Culture brings together essays that offer compelling analyses of children’s bodies as they read and are read, as they interact with literature and other cultural artifacts, and as they are constructed in literature and popular culture. The chapters examine the ideology behind the cultural constructions of the child’s body and the impact they have on society, and how the child’s body becomes a carrier of cultural ideology within the cultural imagination. They also consider the portrayal of children’s bodies in terms of the seeming dichotomies between healthy-vs-unhealthy bodies as well as able-bodied-vs-disabled, and examines flesh-and-blood bodies that engage with literary texts and other media. The contributors bring perspectives from anthropology, communication, education, literary criticism, cultural studies, philosophy, physical education, and religious studies. With wide and astute coverage of disparate literary and cultural texts, and lively scholarly discussions in the introductions to the collection and to each section, this book makes a long-needed contribution to discussions of the body and the child.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlsonmarie_2015,
title = {Tensions in Policy Processes of Syllabi in Social Sciences in Sweden and Turkey – Troubling educational cultures in a global world},
author = {Carlson, Marie and von Brömssen, Kerstin},
year = {2015},
journal = {ECER 2015 Education and Transition - Contributions from Educational Research, 7-11 September, 2015, Budapest},
language = {eng},
keywords = {citizen; tensions; educational policy processes; sweden; turkey},
abstract = {This contribution is based on empirical material from the project Future citizens in pedagogical texts and education policies. Examples from Lebanon, Sweden and Turkey, with focus on how the ‘citizen’ is constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts and how the relationship between national and global perspectives are treated. Textbooks and policy documents for social sciences for secondary school have been analyzed and various actors interviewed involved in policy processes that form the basis for various syllabuses. In this contribution we focus mainly on the Swedish sub-study, however contrasted also to the analytical results from the Turkish sub-study. Of interest has been to compare how different stakeholders look at the policy processes and how certain tensions can be discerned in terms of different positions and perspectives. Struggles over what counts as valuable knowledge has been analyzed at different levels – both in text and speech. These issues also draw attention to the tensions between different decision-making levels (international, national, individual schools, local conditions, specific classroom contexts) and different actors (politicians, professionals, citizens in society) and their importance for curriculum. Of interest is also how various perspectives interact with ethnicity, gender, and religion, and how this generate processes of inclusion and exclusion. Theoretically/methodologically the project is linked to critical discourse analysis for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Various tensions expressed been investigated with particular focus on how perspectives are related to the global, national and local. For the relationship between the EU and Sweden and Turkey, we have partly used an analytical point of view, where the EU is understood as three different arenas that can be more or less integrated. We look primarily at the arena, which consists of the countries 'own' national policies at home. In the analysis of tensions related to various actors’ positions and perspectives we also draw on research on professions. In the Swedish context focus has been on policy processes at work with new/current curriculum, Curriculum for the compulsory school, preschool class and the recreation centre, 2011 (Lgr11). The syllabi in the subjects of religion and geography for grades 7-9 and the curriculum process that preceded these syllabi have been of special interest. Officials at the Swedish National Agency for Education who were responsible for writing the syllabi Lgr11 have been interviewed and expert groups set up for writing the syllabi as well. Likewise we have met experts working on behalf of the Ministry of Education to review the National Agency for Education final proposal. The material also contains the final draft of syllabi submitted by the Agency for Education to the Ministry of Education, and the final syllabi. In Turkey we interviewed actors such as educational bureaucrats, scholars working on education from different disciplines, civil society activists and teachers. Expected results - A notable tension in the Swedish context is that at the same time as the school continues to be attributed to a multicultural mission, there is a marked strengthening of the Nordic perspective and even a nationalistic. For religious education e.g. as regards a more global perspective, in the 2011 Curriculum the expert group by the Swedish National Agency for Education didn’t want Christianity to be specifically mentioned, but instead use the concept of world religions. However, the Ministry of Education, decided that Christianity should be singled out. - Tensions are distinguished also in terms of the stakeholders’ positions and constructions in relation to what is articulated as e.g. valuable knowledge. These tensions seem to be related to various perspectives as regards professional positions - to a ‘didactic’ perspective versus an ‘ideological’ perspective. - Different views on policy processes related to the two national socio-cultural contexts have also been identified – in the Swedish case more consensus-stressed is expressed compared to the Turkish. Resistance and acceptance is expressed differently. - As regards the relationship with the EU in both cases, the citizen is defined with references to national contexts. Although our two countries may seem rather different it is not possible to talk about post-national citizenship; a broader vision and a global and/or a European vision, with respect to citizenship is not available. It is also not possible to talk about de-nationalization of citizenship – either as regards Sweden or Turkey – nationhood and citizenship is still very much the same.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2019,
title = {Images of Christianity in teaching materials for the Swedish compulsory school},
author = {Liljestrand, Johan and Carlsson, David and Thalén, Peder},
year = {2019},
language = {eng},
keywords = {innovative learning; innovativt lärande},
abstract = {The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a century ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_meijlingbckmaningrid_1997,
title = {Den resfärdiga. Studier i Emilia Fogelklous självbiografi},
author = {Meijling Bäckman, Ingrid},
year = {1997},
language = {swe},
publisher = {Ingrid Meijling Bäckman, Bredgat. 9 C, S-222 21, Lund},
abstract = {Popular Abstract in Swedish Emilia Fogelklou (1878-1972) utbildades vid Högre Lärarinneseminariet och Uppsala universitet, där hon som första kvinna i Sverige tog en teologie kandidat (1909). En stark gudsupplevelse i unga år hade kommit att styra hela hennes liv. Hon fick så småningom sitt religiösa hem hos kväkarna. Som sökare och gränsöverskridare spände hennes liv och verk över vida fält, främst religionspedagogik, psykologi, sociologi, fredsarbete och kvinnofrågor (hon tillhörde Fogelstadgruppen). I hennes stora författarskap har monografin Birgitta (1919) hållit sig mest levande förutom den självbiografiska sviten om tre delar. I Arnold (1944) skildrar hon sitt korta äktenskap med Arnold Norlind och tecknar samtidigt hans biografi. I Barhuvad (1950) och Resfärdig (1954) står hon själv i centrum. Min avhandling behandlar främst de två första delarna. Efter en inledande biografisk skiss ger jag i kapitlet "Trots allt!" en orientering i Fogelklous livssyn, särskilt som den formades under studieåren. Jag betonar Nathan Söderbloms betydelse och lyfter fram hans förmedling av Geijers personlighetsfilosofi samt Bergsons dynamiska filosofi. I detta kapitel berör jag också Fogelklous förhållande till mystiken samt till Vännernas samfund (kväkarna). Mitt tredje kapitel, "Självbiografin - jagets genre?", ägnas självbiografin som genre med särskilt tonvikt på kvinnors självbiografiska skrivande. Jag berör här bl a Sidonie Smiths A Poetics of Women's Autobiography: Marginality and the Fictions of Self-Representation (1987) med dess teori om två parallella berättelser i kvinnliga självbiografier, "the paternal story" resp "the maternal story" ( i min översättning "fadersberättelsen" resp "modersberättelsen"). Smiths teori ligger till grund för min diskussion i kapitlet "Bästa kakan få!". Fogelklous val av synvinkel knyter jag till Philippe Lejeunes teorier om bruket av tredje person i självbiografin och finner att det fjärmar henne från läsarna. Hennes didaktiska hållning, som jag knyter till traditioner inom mystiken och kväkarrörelsen, förstärker intrycket av distans. Fyllliga kommenterarer från nuplanet lyser också med sin frånvaro. Till sist berör jag hennes svårigheter att foga in de mängder av personliga dokument som illustrerar hennes framställning samt diskuterar vad jag kallar hennes "montageteknik", dvs vanan att utan särskild angivelse rycka ut citat ur sin ursprungliga kontext och foga in dem i ett nytt sammanhang. Avhandlingens kärna utgörs av två kapitel om Arnold , nämligen "Planetsystern" och "Guds medbarn", samt tre om Barhuvad. I "Bästa kakan få!" försöker jag ringa in Fogelklous ambivalens inför sin huvudperson Mi ur genussynpunkt. I detta sammanhang belyser jag också Fogelklous egen kvinnosyn. Kapitlet "Bondmålaren" fokuserar Fogelklous redogörelse för Mis religionspedagogiska arbete, och jag finner att det råder en viss diskrepans mellan Fogelklous version och den verklighet som kan utläsas av de dokument hon citerar. I "Den allra vanligaste människan" slutligen, lägger jag en religiös aspekt på Fogelklous diskurs. Mi avstår från ungdomens högt spända förväntningar att bli en nutida profet och beslutar att leva i ödmjukhetens och tjänandets tecken. Den idealbild för en dylik livshållning, som Fogelklou kallar "den allra vanligaste människan", finner jag likna det kvinnoideal hon uppfostrats till. Mi blir ur denna synvinkel inte bara ett privat livsöde utan också en förebild i en lång kristen tradition.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_collstegran_2010,
title = {Challenges to Malaysian Pluralism – the Policy of Affirmative Action},
author = {Collste, Göran},
year = {2010},
journal = {Identity and Pluralism: Religion, Ethnicity, Values},
pages = {47--60},
language = {eng},
publisher = {: Linköpings universitet},
keywords = {humanities and religion; humaniora och religionsvetenskap},
abstract = {This publication contains presentations from the workshop “Identity and Pluralism” held at Linköping University in Sweden in June 2008.¨The first article by Reevany Bustami, Ellisha Nasruddin and Sarmila Md Sum offers a critique of the ‘diversity and inclusion’ discussions in the present CSR discourse. In doing so, it seeks to expand the parameters of diversity to include the broader community as well as the supply chain networks within which companies exist. It also examines the issues of diversity and pluralism within the context of multi religious and multi ethnic Malaysian society as well as the continuing debates of affirmative action originated from Malaysia’s New Economic Policy (NEP).In their essay on pluralism in Malaysian higher education Ellisha Nasruddin, Reevany Bustami and Ng Sen Fa discuss: 1) key future trends/alternatives within higher education and their cross-impacts; 2) how these trends/alternatives may create undesirable or desirable impact on ethnic pluralism; and 3) roadmap(s) for transformation within higher education vis-a-vis ethnic pluralism.What is the role of Christian churches in Malaysia? Göran Wiking discusses the isolationist characteristics inherent in some Malaysian churches and denominations. Secondly, a brief analysis of the phenomenon is attempted: is this a genuine or just a perceived impediment to national integration? Are there in fact indicators to the contrary, whereby a certain degree of ethnic isolation can serve to strengthen identity and foster more wholesome members of the society at large?Göran Collste discusses one aspect of Malaysian political pluralism; the policy of affirmative action. Affirmative action is favouring Malays and to be Muslim is one of the requirements for being beneficiary of affirmative action. He points at some problems for the policy of affirmative action in a time with increased religious tensions and an increased emphasis on religious affiliation as identity marker.What are the conditions for a real dialogue between members of different ethnic and religious groups? Peter Gan argues that openness to transformation by the other is not strictly speaking an ethic of reducing the other to the self. Rather, it is an orientation that is predicated upon a symmetric self-other relation. In exploring this form of openness, the author attempts to unravel the intricacies embedded within the dialogic process which permeates interethnic, particularly interreligious relations.The concept “secular state” is nowadays often used in both everyday discourse and scholarly debate. Often it comes with normative connotations; that the democratic state should be secular. However, the exact meaning of the concept is not clear. In his essay Marcus Agnafors examines different meanings of the concept “secular state”. He also discusses some arguments commonly presented in support of the idea that the state should, in some sense, be secular.Finally, Anne-Christine Hornborg’s essay deals with the struggle for identity by an Indian tribe in Canada. She discusses the impact of the so called residential school on contemporary Mi’kmaq life worlds and identities, drawing on interviews from fieldworks conducted in Cape Breton, Nova Scotia.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_freynelindhagenmarianne_1997,
title = {Identitet och kulturmöte - syrianska kvinnors exempel: En diskussion om grounded theory},
author = {Freyne-Lindhagen, Marianne},
year = {1997},
language = {swe},
publisher = {Högskolan i Örebro, S-701 82 ÖREBRO, Sweden},
abstract = {Popular Abstract Avhandlingen belyser syrianska kvinnors bakgrunder och livsvillkoren i Sverige. Studien baseras på intervjuer, obseravtioner, deltagande och sekundärmaterial.Kvinnoberättelser, beskrivningen av en handikappad syriansk kvinnas situation i det svenska vårdsamhället, syrianska kvinnors föreningsliv utgör delstudier som presenteras. Teoretiska slutsatser baserade på det empiriska materialet är att hinder och möjligheter för kvinnornas integration och deltagande i samhället varierar inom gruppen. För kvinnornas del utgör könsfaktorn tillsammans med utbildnings- och språkliga faktorer hinder för genuin integrering.I avhandlingens metoddel diskuteras grounded theorytraditionen inom kvalitativ/humanvetenskaplig forskning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssonerik_2018,
title = {Justice and the value base of school choice: Discursive displacements in Swedish school choice policy 1975-2018},
author = {Gustavsson, Erik},
year = {2018},
language = {eng},
keywords = {pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Is school choice fair? The main argument is to give citizens greater influence over their lives and to promote a more pluralistic and pedagogically innovative education system through competition. At the same time, research as well as OECD-reports show that some choice and school funding arrangements tend to strengthen the segregation within and between schools (Ambrose, 2016; OECD, 2012a, 2012b; Trumberg, 2013). Ultimately, school choice concerns issues of what education pupils should have access to, where, and how this should be decided. From this point of view, school choice is to be regarded an issue of justice. Justice, however, is certainly an essentially contested concept, with Gallie’s (1956) terminology. The essence of the concept, as well as the approaches to explore it, varies greatly. One could though, with education philosopher Harry Brighouse (2004), claim that the most fundamental task of a theory of justice concerns: “assigning relative weights to different values to decide exactly which value should prevail and how in particular situations” (Brighouse, 2004, s. 4). A central aspect of exploring the justice dimensions of school choice therefore has to do with identifying the values underpinning it, then arguing how these values should be weighted in relation to each other. The subject of this paper can be described as the value base of school choice (cf. Schüllerqvist, 1996). School choice, in some form, is present in most European education systems. Sweden, however, constitutes a historically interesting case, since the education system during the past 50 years has undergone a shift from strong state control to a deregulated choice system with great freedom of establishment for independent schools. The Swedish case is also especially relevant from a policy perspective, since the reform can be described solely as a policy reform, and thus not a result of religious or historical traditions. The aim of the paper is to characterize the value base of school choice in Sweden during the period 1975-2018, with the following research question: What discursive shifts and continuities can be seen in the debate on school choice and independent schools when studying policy documents from the investigated period? Discourse here refers to a certain way of speaking of something, here represented by the values obtaining recognition and legitimacy in a certain time (cf. Foucault, 1993). Given Apple’s (2004) understanding of the education system as ideologically and politically contested, I view policy documents as valuable empirical assets, since their inherent discourses can be viewed as carriers of these contentions. The paper constitutes an empirical step in a thesis project with the overall purpose of exploring and critically discussing the justice dimensions of school choice. At this point I explore the "public discourse" of school choice, identifying the values historically and currently supporting school choice policy in Sweden. Following this, I will later critically discuss the value base from a philosophical point of view, using three conceptions of justice. I will apply John Rawls’ (1971/2005, 2001) theory of justice as fairness to examine education and school choice as fundamental rights within the society’s basic structure. Amartya Sen’s (1980, 1992) and Martha Nussbaum’s (2011) capability approach will provide a discussion on how education contributes to functions and capabilities in people’s lives and whether school choice could promote or inhibit them. Finally, Nancy Fraser’s (2008; Fraser & Honneth, 2003) principle of parity of participation will complement the distribution-oriented theories with a perspective on recognition. The analysis is based on a comprehensive reading of policy documents (government bills, motions, official reports and other policy texts). The search and selection of documents was made mainly through the Swedish Parliament's website, and based on certain keywords (independent school, individual schooling, individual education, school choice). In the selection, I also used the concept of intertextuality (Fairclough, 1992), searching for the chain of meaning and content between different texts. From a practical point of view, this mean that I have continuously supplemented my material with documents frequently referred to in my first text selection. Since emphasis is put on characterizing the value base of school choice, and not particularly to outline the views of specific political parties, government bills and official reports of the government have been prioritized in the analysis. The government bills are usually based on one or a few reports, which contains policy suggestions as well as statements from different stakeholders. The distinction 1975-2018 is made due to the official report conducted 1973-1975 with the subject of civil rights and freedoms (SOU 1975:75). In the after play of the investigation, political voices were raised to claim the constitutional right for parents to choose school for their children (Mot. 1975:75:2553). The presentation will cover this issue, as well as other prominent discussions on school choice and independent schools in Swedish politics. To emphasize the global perspective and the influence from transnational policy actors, the presentation will also include OECD reports. The analysis is of a more conceptual kind, aiming to generate useful value concepts that can be used for further philosophical thought in relation to the justice conceptions mentioned. The discussion will therefore center around the broader historical strokes. Excerpts from the documents will be used to highlight the characteristics of the value base as well as the discursive shifts and continuities that can be seen during the investigated period of time. The value base of school choice is characterized by three core values: equality, pluralism and individual freedom (cf. Godwin et al., 1998; Perry, 2009). These values are present during the entire period, but with a change of meaning and status due to a discursive displacement from a "public good" to a "private good" discourse on education. In the 70s and 80s, until the actual reform in 1992, school choice was part of a more democratic and public agenda. The introduction of school choice was considered a way of decentralize the state's decision power over people's lives. By extended governmental grants to independent alternatives - with the requirement of charge-free education - the idea was to create a more equal education system where all families could exert influence over their education. That school choice could create a more pluralistic orientation was also framed as a somewhat collective argument, meaning that pluralism revitalizes the school system as a whole, benefiting everyone. During the 00s, the value base is defined with regards to a more individualistic conception of education, emphasizing the individual responsibility as well as the "private good" side schooling. Choice is here viewed more or less as something fundamental in Western democracies. In the documents, this means that choice is primarily there for individual life projects. Within this line of thought, pluralism is regarded as important mostly because it enables a wider range of individual opportunities of choice. In the policy documents of recent years, a shift towards a strengthened (in)equality discourse can be seen. This applies to both domestic and transnational actors (OECD, 2015; SOU 2017:35) and concerns especially the possibility of using school choice to counteract segregation. It is worth noting, however, that the confidence in rational choices and market mechanisms remains strong.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jansontorsten_2013,
title = {Bridging Difference, Breaking Boundaries: Innovative Educational Approaches in Beirut. Roundtable Presentation at Middle East Studies Association (MESA) Annual Meeting, New Orleans, US},
author = {Janson, Torsten},
year = {2013},
language = {eng},
abstract = {This presentation will engage with the issue of educational reform in the Middle East, discussing preliminary findings of a recently initiated research project on community based educational projects in Beirut. Such initiatives will be discussed in relation to national Lebanese educational policies and practices, as well as in relation to international educational programs such as Education for All and Lifelong Learning. The presentation will focus on the role of independent organizations and individual benefactors, working with vulnerable populations of children, youth and young adults, through innovative educational practices, in response to the socio-political, economical, ethnical and religious tensions and predicaments of contemporary Beirut. Specific questions to be addressed and discussed at the roundtable do for instance concern the advantages and challenges associated with, on the one hand, informal capacity building and dynamic methods aimed at strengthening self-esteem and dignity in face of socio-economic marginality and, on the other hand, formal educational initiatives aiming at providing disadvantaged individuals access to higher education. What challenges and benefits are associated with such different approaches, and what educational methodologies are appropriate for what circumstances and populations? Based on preliminary results from interviews with and observations among beneficiaries of such informal and formal educational programs, the participants of the roundtable are invited discuss challenges associated with varying pedagogical strategies, as well as with the assessment of outcomes of such educational initiatives. Another, more dynamic but equally important topic for discussion suggested by the results at hand, concerns issues of identity and self-image, such as the beneficiaries’ experiences of and strategies for handling class mobility vis-à-vis community peers and family. For example, are the obviously positive experiences of education and prospects for upward social mobility also associated with emotional tensions, sentiments of guilt and disloyalty? If so, how are the side effects of upward mobility handled by the youths, and what support could be offered to meet them?}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_jansontorsten_2013_1,
title = {Organizer of Roundtable Session: Educational Reform in the Contemporary Middle East: A Crossroad of Global and Local: Roundtable at Middle Eastern Studies Association (MESA) Annual Meeting, New Orleans, US},
author = {Janson, Torsten and Arjmand, Reza},
year = {2013},
language = {eng},
abstract = {Educational reforms including community-based educational initiatives maintain crucial roles in the processes of democratization in the Middle East. The patterns of reform are diverse and reflect domestic factors as well as varying linkages to global forces. Among the factors driving and defining the effects of reform we find: 1. Socio-economic development; 2. Growth of the civil society; 3. New modes of governance and redefinition of the role of state; 4. Cultural, ethnical and religious factors; 5. International educational policies and practices. During recent decades, educational reform in the Middle East has been characterized by a number of general trends: • The emergence and strengthening of the middle-class has contributed to the changes in the educational landscape; • ‘Domestic actors’ have been instrumental in defining the need for reform, but have commonly been endorsed by ‘external’ (national, regional or global) actors and/or mutual interactions. • There is synchronization between domestic and international actors to inhibit or enhance the chance for reforms along with larger international practices such as Education for All (EFA), Millennium Development Goals (MDG) and Lifelong Learning (LLL). • Educational reform has been compelled by slow processes of democratization and human rights discourse; • New conceptualizations of ‘religion’ and ‘tradition’ have been re-defined and re-appropriated in national educational policy and discourse, and lastly; • Civil society in form of local community organizations, NGOs and individual benefactors are assuming a growing role in monitoring educational needs and policies at a national level, as well as in defining, suggesting and implementing alternative approaches and models for education, not least among (socially and economically) disadvantaged populations; The roundtable consists of contributions from three researchers of contemporary educational reforms, working with Iran, Turkey and Lebanon respectively, as well as of two representatives for internationally noted community and action-based educational initiatives, running politically independent and innovative projects among children and youth in Lebanon and among youth and women in Jordan. The roundtable invites discussion based on a variety of empirical instances, highlighting the impact of domestic, regional as well as global factors in defining and initiating reforms. The purpose of the roundtable is to explore, understand and assess current trends in educational reforms and to map out needs for research, but also to assess the roles, effects and possible future routes for educational practices within formal, informal and non-formal sectors. Contributors and abstracts Reza Arjmand, Center for Middle Eastern Studies, Lund University (chair/organizer/presenter) Revising the Revolution: Education Reform in Iranian Education New education reform in Iran is the most recent endeavor of the theocratic state to enhance the vision of the revolution in creating homo-Islamicus (the committed Muslim) and provide strategies for the national education to meet the demands of a globalized and competing world. The reform builds on the interplay of religion, international discourse and local needs. On one hand, it is deeply rooted in Islam and colored by traditions and culture, and on the other hand it is affected by international educational discourse including human rights, privatization, decentralization and lifelong learning. The re-appropriation of religion seen both in the content of the curricula as well as the structure of the reform is in part result of the failure of the Islamic model of education implemented systematically in post-revolutionary era. Inefficiency of the Iranian Islamic model assessed through the low achievement of Iranian students in such international studies as TIMMS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) intensified the need for the reform from within the country. Demands of the international organizations such as UNESCO and World Bank as a pre-condition for the cooperation also provided the ground for change in the Iranian education. Iranian authorities, however, introduced a new interpretation of the international discourse on education based on Islamic values. Torsten Janson, Center for Middle Eastern Studies, Lund University (organizer/presenter) Bridging Difference, Breaking Boundaries: Innovative Educational Approaches in Beirut This presentation will engage with the issue of educational reform in the Middle East, discussing preliminary findings of a recently initiated research project on community based educational projects in Beirut. Such initiatives will be discussed in relation to national Lebanese educational policies and practices, as well as in relation to international educational programs such as Education for All and Lifelong Learning. The presentation will focus on the role of independent organizations and individual benefactors, working with vulnerable populations of children, youth and young adults, through innovative educational practices, in response to the socio-political, economical, ethnical and religious tensions and predicaments of contemporary Beirut. Specific questions to be addressed and discussed at the roundtable do for instance concern the advantages and challenges associated with, on the one hand, informal capacity building and dynamic methods aimed at strengthening self-esteem and dignity in face of socio-economic marginality and, on the other hand, formal educational initiatives aiming at providing disadvantaged individuals access to higher education. What challenges and benefits are associated with such different approaches, and what educational methodologies are appropriate for what circumstances and populations? Based on preliminary results from interviews with and observations among beneficiaries of such informal and formal educational programs, the participants of the roundtable are invited discuss challenges associated with varying pedagogical strategies, as well as with the assessment of outcomes of such educational initiatives. Another, more dynamic but equally important topic for discussion suggested by the results at hand, concerns issues of identity and self-image, such as the beneficiaries’ experiences of and strategies for handling class mobility vis-à-vis community peers and family. For example, are the obviously positive experiences of education and prospects for upward social mobility also associated with emotional tensions, sentiments of guilt and disloyalty? If so, how are the side effects of upward mobility handled by the youths, and what support could be offered to meet them? Antonia Mandry, Teachers’ College, Columbia University (presenter) Pedagogic Approaches to Human Rights Education in Turkey Diverse pedagogic approaches to teaching human rights and citizenship at the university level illuminate challenges facing Muslim contexts. How a particular academic community perceives of and engages withhuman rights and citizenship discourse can help to understand student and teacher engagement with gender, violence and human rights in Turkey. As international initiatives and research on human rights education continue to evolve, students and educators carve their own path when sharing their perceptions of human rights as they relate to their own lives. The global human rights framework is found to be both insufficient in some regards and foundational in others for how university students engage with issues of social justice locally. Melek el Nimer, Unite Lebanese Youth, Beirut (presenter) Aspiring Lebanese Unity: Educational Programs for Undeserved Children At the planned roundtable “Educational Reform in the Contemporary Middle East: A Crossroad of Global and Local” this contribution will present and discuss informal educational efforts among disadvantaged children and youth in Beirut. The presentation will introduce and present the experiences of the politically independent education support organization Unite Lebanese Youth, ULYP. ULYP was founded in January2010 to help mitigate internal conflict in Lebanon by targeting the youth of Lebanon. ULYP is a non-profit organization that delivers educational and empowerment programs to disadvantaged children and youth from different ethnic, religious and nationality backgrounds. ULYP designs its programs in a manner that offers the participants a chance to meet others from different backgrounds, enhance their own skills and knowledge base in a safe and enriching environment and explore and practice the values of trust, respect, and cooperation and become advocates for each other. ULYP believes that addressing the child’s self-esteem, self efficacy, social responsibility and understanding of one another are key to getting us closer to a more united Lebanon. These are translated into activities and are interwoven into every program that ULYP develops and offers. The organization works with volunteers from all over the world to actualize its mission. ULYP's mission is to pioneer a new collective movement in Lebanon which aims to assemble and sustain a task-force of child-advocates from varying cultures and backgrounds aligned together to provide education, empowerment and inclusion opportunities for disadvantaged children and youth living in Lebanon. It strives to impart and instill in children and community members, the ideals of cooperation, understanding, and mutual respect - with the ultimate goal of helping to create a one and united Lebanon. During a cycle of three months ULYP ‘s programs can serve up to 500 underserved and underprivileged children and youth. ULYP's diverse and interdisciplinary approach broadens the horizons of its beneficiaries by including programs catered to all different age groups. ULYP's doors are open to all underserved and underprivileged ch}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lix_2008,
title = {Socioeconomic and occupational risk factors for rheumatoid arthritis: a nationwide study based on hospitalizations in Sweden.},
author = {Li, X and Sundquist, J and Sundquist, K},
year = {2008},
journal = {JOURNAL OF RHEUMATOLOGY},
volume = {6},
number = {35},
pages = {986--991},
language = {eng},
abstract = {OBJECTIVE: To investigate possible associations between socioeconomic status, occupation, and hospitalization for rheumatoid arthritis (RA). METHODS: A nationwide database was constructed by linking the Swedish Census to the Hospital Discharge Register in order to obtain data on all first hospitalizations for RA in Sweden during the study period 1964 to 2004. Standardized incidence ratios (SIR) and 95% confidence intervals were calculated by socioeconomic status (education level) and occupation for men and women aged 30 years and older. Three cohorts were defined based on occupational titles recorded in Swedish census data in 1960, 1970, and 1980. RESULTS: A total of 13,820 male and 14,509 female hospitalizations for RA were identified during the study period. Men and women with an education level > 12 years had significantly decreased SIR. Among men, significantly increased SIR were present in all 3 cohorts among farmers, miners and quarry workers, electrical workers, other construction workers, and engine and motor operators. Among women, assistant nurses and religious, juridical, and other social-science-related workers had significantly increased SIR in all 3 cohorts. CONCLUSION: Socioeconomic status and occupation sometimes carry a significantly increased risk of hospitalization for RA. Future studies could investigate specific agents in the occupations for which increased risks are identified.},
issn = {0315-162X}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindbergviveca_2025,
title = {Music teaching/learning in Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID)},
author = {Lindberg, Viveca and Backman Bister, Anna and Berthén, Diana},
year = {2025},
journal = {NoFa X: The10th Nordic Conference on subject didactics},
language = {eng},
keywords = {subject learning and teaching; ämnesdidaktik},
abstract = { Symposium NOFA X 2025 Music teaching/learning in Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID)Viveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education The Swedish CSID has a tradition of approximately 170 years. Since 1903, there is evidence that music has been part of the content for this group of students (Rappe, 1903), although with different purposes. Based on an inter/national research review on music education for 6–15 years old pupils with intellectual disabilities (ID), results from previous reviews were confirmed, i.e. the number of empirical studies concerning subject didactics in music related to education for pupils with ID is scarce. In the light of both national and international agreements in the field, the need for classroom studies appears urgent (Berthén et al., 2022). The three papers in this symposium illuminate 1) changes in curricular object/s, 2) how music teachers’ experience music teaching in CSID and 3) collaborative analysis of mirror data in a recently started intervention study based on Change Laboratory (Virkkunen & Newnham, 2013). ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Rappe, T. (1903). Några råd och anvisningar vid sinnesslöa barns (idioters) vård, uppfostran och undervisning. O. von Feilitzen.Virkkunen, J. & Newnham, D.S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education. Sense Publishers.Abstract 1Music curricula for pupils with ID 1903–2023Diana Berthén, Stockholm University, Special Education Anna Backman Bister, Royal College of Music, StockholmViveca Lindberg, Stockholm University This paper aims at analysing the development of the music subject over time in education for pupils with ID. In Sweden, this group of pupils – not expected to achieve the goals of compulsory school – is offered education in the separate school form CSID that covers grades F-9. Then name has changed over time from sinnesslöskola until 1959, särskola2010, and grundsärskolan 2023 (SOU 2021:11). Historically, the caring mission was foregrounded until it was replaced by a pedagogical mission in 1990 (Berthén, 2007). The curriculum reforms in 1990, 1994, 2011 and 2022 have gradually sharpened the knowledge mission. In contrast to music teaching in ordinary compulsory school, the music teaching practice in CSPD has neither been evaluated by school authorities nor studied by researchers. The development of this subject over time reflects what groups of pupils have been educated, the focus of music education, and how the social motive has been formulated for the regular compulsory school (Sandberg, 1996). This paper contributes with indications of the object of music education in CSID, what appears to be the implicit and explicit goal of music education and its historical development in policy documents. In order to analyse these documents, we have used activity theory (Engeström, 201x), specifically the concepts societal motives, objects and contradictions in music for the SCID and its predecessors; from the philanthropic school activities (Rappe, 1903), and the first societal initiative for a guiding document in the form of Provisorisk undervisningsplan för sinnesslöskolorna (Kungliga Skolöverstyrelsen, 1946) to the current curriculum Läroplan för anpassad grundskola – Lgra22 (Skolverket, 2023). Preliminary results indicate that the object for the music subject oscillated between enabling varied classroom activities and pupils‘ participation in religious activities (1903–1946), pupils’ participation in extra-curricular activities (1946–1968), pupils‘ psychological well-being (1969–1990) to development of pupils’ musical literacy (1990–2024). ReferencesBerthén, D. (2007). Förberedelse för särskildhet: Särskolans pedagogiska arbete i ett verksamhetsteoretiskt perspektiv [Doktorsavhandling, Karlstads universitet].Engeström, Y. (2015). Learning by expanding: an activity-theoretical approach to developmental research, 2. ed., Cambridge University Press.Sandberg, R. (1996). Musikundervisningens yttre villkor och inre liv. Några variationer över ett läroplansteoretiskt tema. [Doktorsavhandling]. Stockholms universitet. SOU 2021:11 (2021). Bättre möjligheter för elever att nå kunskapskraven – aktivt stöd- och elevhälsoarbete samt stärkt utbildning för elever med intellektuell funktionsnedsättning. Statens offentliga utredningar. Slutbetänkande av utredningen om elevers möjligheter att nå kunskapskraven. Regeringskansliet. Abstract 2 Reduction as a teaching strategy or as a tool in music education for pupils with ID? Anna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special EducationViveca Lindberg, Stockholm University Based on a review of inter/national research on music education for children and youth (6–15 years old) with intellectual disabilities, the need for classroom studies seemed urgent. There is a considerable lack of research in music education and subject didactics in the CSID. Furthermore, 90% of the Swedish music teachers in the CSID are not qualified (Berthén et al., 2022). Due to the Covid 19 Pandemic, a pilot study, designed for observations and interviews, was transformed into an online interview study. Qualitative semi-structured interviews with six qualified music teachers working in the CSID were transcribed and analysed phenomenographically (Marton, 2004). • The aim of the study was to investigate teachers’ conceptions of music teaching in CSID to discern indications of common characteristics of their music teaching practices. • The overarching research question for this paper is What characterizes music teachers’ conceptions of music teaching in the CSID? The results relate to two separate but related phenomena; music teachers' perceptions of the music teaching practice in CSID; and music teachers’ perceptions of teaching music in CSID. The music teachers in the study perceive that in the CSID music can be used both as a means (for e.g. social development) or as an end in itself. Music teaching practice in the CSID is perceived as centred around making music together, a kind of musicking (Small, 1999), however, a togetherness that is based on adaptation to the individual within the group. A significant finding is also the perception that reduction of the musical content is necessary for music teaching in the CSID. Reductions can be realised in different ways. While some of these ways may close the door for pupils’ further music learning, others instead indicate strengthening their development toward cultural citizenship (Ferm Almqvist, 2016). The latter have been chosen for further investigation. ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. In European Journal of Philosophy in Arts Education, 1 (1) pp.68-95. DOI: https://doi.org/10.5281/zenodo.3384904 Marton, F. (2004). Phenomenography: A research approach to investigating different understandings of reality. In R. R. Sherman & R. B. Webb (Eds.), Qualitative research in education (pp. 141-161). Routledge. Small, C. (1999). Musicking – The meanings of performing and listening. A lecture. MusicEducation Research, 1(1), 9–22. https://doi.org/10.1080/1461380990010102 Abstract 3Change laboratory in music in the Swedish Compulsory School for Pupils with Intellectual Disabilities: Analysis of mirror dataViveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education BackgroundIn Sweden there is a curriculum for music education within the Compulsory School for Pupils with Intellectual Disabilities (CSID), but the main part (94%) of the music teachers there are not qualified. AimOur presentation is part of an ongoing project aiming at developing, testing and evaluating a model for knowledge developing music teaching in CSID. This model is expected to be used for in-service training of teachers that do not fulfil the requirements concerning subject specific knowledge (Shulman, 1986) in the CSID. The aim for this paper is to present the analysis of initial mirror data (Virkkunen & Ahonen, 2011) generated during the first months of the project. MethodThe point of departure for the methods is the Change Laboratory model, where mirror data (interviews, video-recordings of teaching) are initially produced in order to identify indications of the past (the local history of teaching/learning music in CSID in each of the participating) schools, and the present (participating teachers’ teaching/learning practices). Participant teachers for this project are only qualified music teachers. Excerpts of mirror data, especially highlighting indications of teachers’ object(s) for music teaching and contradictions relating to these are analysed collaboratively with participating teachers and form the basis for future-directed interventions. A specific focus is directed towards the assignments teachers use and their potential for subject specific knowledge development also when used by others (shared instructional products, cf. Morris & Hiebert, 2011). ReferencesMorris, A. K. & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. American Educational Research Association, vol. 40(1). https://doi.org/10.3102/0013189X}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_lindhanders_2004,
title = {Gör min moderna religion till bild! Erfarenheter av ett mediedidaktiskt seminarium inom huvudämnet religionsvetenskap och lärande},
author = {Lindh, Anders},
year = {2004},
language = {swe},
keywords = {digital bildbehandling},
abstract = {Baksidestext: Hur upplever blivande lärare i religionskunskap att arbeta med digital bild och att ta egenproducerade bilder som utgångspunkt i en didaktisk och hermeneutisk diskussion? Detta är några av de frågor som Anders Lindh, religionsvetare och IT- och medieansvarig på enheten Individ och samhälle på Lärarutbildningen vid Malmö högskola, diskuterar i denna rapport. Rapporten redovisar erfarenheter från ett didaktikseminarium inom huvudämnet religionsvetenskap och lärande, där studenternas egna bilder varit utgångspunkt för innehållsliga diskussioner inom ett kursmoment av utbildningen.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2024_7,
title = {The Study of Religion in Sweden: Past, Present and Future},
year = {2024},
language = {eng},
publisher = {Bloomsbury Academic},
abstract = {This book provides a comprehensive examination of the study of religions in Sweden, from the early twentieth century to the present and shows how the intersection of national and social forces shape the study of religion in specific countries and contexts. It traces the establishment of the study of religions as an integrated part of Higher Education in Sweden and it critically examines the development of the most significant disciplines, themes and questions that form Religious Studies in Sweden. Demonstrating the interconnection between nationality and the formation of the academic study of religion, the book explores how Sweden is often described as the most secularised country in the world, yet the study of religions in Sweden has a long, rich, and diverse history. The book emphasizes the interdisciplinary nature of the study of religions, and bring together the voices of 30 scholars.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_argenbrightchristine_2018,
title = {Making a Difference: Changing Nursing Students’ Global Beliefs},
author = {Argenbright, Christine and Sanford, Julie and Hart, Vesna and Bengtsson, Mariette and Jordan, Portia and Moriyama, Michiko and Jimenez, Maria and Sherwood, Gwen and Lui, Lee and Iwamoto, Yumi},
year = {2018},
language = {eng},
abstract = {Background: In August of 2017, the Nursing Leadership Collaborative of the International Network of Universities (INU), convened in Hiroshima, Japan to hold a patient safety and quality of care workshop for nursing students from six INU universities located in Japan, Spain, Sweden, South Africa, United Kingdom and the United States. The workshop, held during Peace Week, had as its purpose to develop a model of international collaboration and education to impact quality and safety education in nursing. In addition to examining the impact of the experience on student learning, the leaders wished to determine to what degree students’ beliefs and values changed due to participation in the nursing collaborative workshop. The purpose of this research was to measure students’ self-reported beliefs that reflect global competency and openness to cultural diversity. Methods: IRB approval was obtained and a pre-post-test mixed method design was used with the convenience sample of 21 English speaking international undergraduate and graduate nursing students. The workshop lasted 9 days and included a curriculum based on the Quality and Safety Education for Nurses (QSEN) Competencies. Experiential clinical activities focused on how patient safety is improved in Japan. Cultural activities were integrated and primarily focused on the Peace Week events which included the Peace Day ceremony to memorialize the dropping of the atomic bomb on Hiroshima. The Beliefs, Events, and Values Inventory (BEVI), a mixed methods measure, was administered and used to asses relevant processes and constructs including (but not limited to); openness; receptivity to different cultures; stereotyping; self and emotional awareness; and strategies for making sense of why people do what they do. (Shealy, 2017). This study examines Time 1 (prior to participation in the program) and Time 2 (immediately after the completion of the program). Students also completed daily reflections in response to prompts provided by faculty. Qualitative data analysis was completed using NVivo software. Results: Results from the group aggregate data analysis indicate that prior to the start of the program (Time 1) this group presents itself as quite introspective (Self-awareness = 75thpercentile); midway between confident and inquisitive in terms of understanding who others are, how world works, and their experience of life (Basic Determinism = 41st percentile); quite open to and interested in cultural beliefs and practices that are different from one’s own (Sociocultural Openness = 74th percentile); open to non-traditional gender roles (Gender Traditionalism = 20th percentile); do not have strong religious convictions (Religious Traditionalism = 26th percentile); and express a high degree of concern about ecological issues and the natural world (Ecological Resonance = 59th percentile). Following the completion of the program (Time 2), the group as a whole reported being more sophisticated in making causal explanations about why the world works in the way it does (Basic Determinism = 30th percentile); increased openness to and interest in cultural beliefs and practices that are different from one’s own (Sociocultural Openness = 80th percentile); increased openness to non-traditional gender roles (Gender Traditionalism = 13th percentile); further decrease in strong religious convictions (Religious Traditionalism = 20th percentile); and increased degree of concern about ecological issues and the natural world (Ecological Resonance = 71stpercentile). Statements from qualitative data analysis reflect greater understanding and empathy for others’ perspectives and experiences and increased openness. Conclusion: Nursing students experienced changes in their beliefs and values that reflect a greater degree of global competency after the short term international workshop experience with other nursing students.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_bunarnihad_2009,
title = {Can Multicultural Urban Schools in Sweden Survive the Freedom of Choice Policy?},
author = {Bunar, Nihad},
year = {2009},
language = {eng},
keywords = {school choice; multicultural urban schools; competition; resignation},
abstract = {The aim of this article is to describe and analyze how a number of multicultural urban schools in the Swedish cities of Stockholm and Malmö identify, understand and respond to the competition they have been exposed to on the emerging educational quasi-market. Based on interviews with school leaders and research on a wide range of secondary literature it is possible to identify three types of competitors: “white” schools, ordinary and religious/ethnic free schools and neighboring multicultural schools. The responding strategies vary from the logic of resignation and condemnation of parents for making “wrong” choices to a critical redefinition of pedagogical practices towards minority students and the equivocal alliances. I argue that the competition as an exclusive incentive for school development, as proposed by the neoliberal educationalists, only partly has proven its aptitude. If the education system is to maintain its transformative capacity then interventions are needed in the very basis of the structure of inequality that generates social differences; in the way the educational market is organized as well as; in the multicultural urban schools’ daily operations and communications with their local communities.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_brjessonmattias_2024,
title = {Powerful Knowledge and the 2022 Swedish Social Studies Curriculum},
author = {Börjesson, Mattias and Lilliestam, Anna-Lena},
year = {2024},
journal = {NERA 2024},
language = {eng},
keywords = {curriculum theory; social realism; social studies syllabi; powerful knowledge},
abstract = {Research topic/aim In 21st century, the idea that students should have opportunities to develop powerful knowledge has been prominent in educational research. Social realism and a focus on knowledge derived from academic disciplines, has been advanced as an alternative to social constructivism and a focus on students’ everyday experiences, as well as to traditionalism and a focus on canonical knowledge. This article examines the syllabi of the four social studies subjects: civics, geography, history, and religious education, in the 2022 Swedish curriculum. Theoretical framework Taking our point of departure from the three futures for the curriculum described by Young and Muller (2010): neo-traditionalism, social constructivism, and social realism. Building on these futures, we develop an analytical framework consisting of three models of education, and we thereby aim to make a theoretical contribution to the field. Following a traditional model, schools should promote social cohesion by transmitting a cultural canon of knowledge and the dominant values of society. The social constructivist model implies that schools should facilitate social change with the development of knowledge and skills that are societally useful and relevant to students’ lives. The social realism model emphasises that schools should focus on providing subject knowledge and disciplinary knowledge to all students. Methodological design The empirical material consists of the syllabi for the four social studies subjects: civics, geography, history, and RE, in the 2022 Swedish curriculum for the compulsory school (Lgr22). In the analysis, we investigated each sentence to see which of the three educational models it was closest to. From this categorisation, we compared the presence of different educational models in the four syllabi, with a special interest in ideas in the syllabi relating to social realism. Expected conclusions/findings The history syllabus aligns with social realism, with a focus on disciplinary knowledge, i.e. students should understand how historical knowledge is produced and validated. The geography syllabus contains such passages, but also show features of traditionalism and social constructivism in that factual knowledge and everyday experiences are emphasised. The civics syllabus is dominated by social constructivism, with a focus on generic skills. The religious studies syllabus aligns with traditionalism with a focus on canonical knowledge and transmission of values. In sum, all the syllabi show features that could provide the basis for an education that enables students to develop powerful knowledge. Relevance to Nordic educational research In the paper we investigate the social studies syllabi in the new Swedish 2022 curriculum which is of interest for educational research in the Nordic context.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlsonmarie_2014_1,
title = {Transnational Turkish Student Mobility - Narratives on identity and gender related to educational visions. ECER 2014 Porto - European Conference on Educational Research},
author = {Carlson, Marie and Jacobsson, Bengt},
year = {2014},
journal = {ECER 2014 - European Conference on Educational Research. 1 - 5 September 2014 , Porto},
language = {eng},
keywords = {transnational student mobility narratives},
abstract = {Access to education has long been the reason for migration and mobility. This contribution, which focuses on a reflexive identity project of a Turkish woman trying to realize her educational goals, is part of an ongoing interdisciplinary multi-sited research project containing six sub-studies (Turkey, United Arab Emirates, Myanmar/Burma, Indonesia, Singapore, Nepal, India, Malaysia and Thailand). The overarching aim of the project is to study transnational mobility of higher education within Asia from the perspective of the individual. Through a bottom-up perspective, and with a focus on life story as method, the study pay attention to transnational mobility and the way it influences new “global citizens” in Asia (Doherty & Singh, 2005). The transnational perspective (Vertovec, 1991) draws attention to trans-boundary mobility in which individuals, through daily activities and social, religious, economic, and political relations create social fields that transcend national borders (Levitt & Glick Schiller, 2004). Youth is further seen as a trans-national and political category in relation to social spaces and structures (Marginson & Sawir, 2005) – the use of social media is central. The concept of social transnational fields is applied rather than viewing nation states as independent and autonomous (Gargano, 2009). Within the fluidity of globalisation the concept of ‘eduscapes’ can be used for schools/education across the world with increasingly common structures, values and educational processes. In this context young people are negotiating culture-framed pasts, the complex present and contingent futures. Theoretically the project draws inspiration from cultural-, migration-, ethnicity- and gender studies (e.g. Appadurai, 1991; Kell & Gillian, 2008; Phoenix & Pattynama, 2006; Yval-Davies, 2006). Within the project a so-called soft comparison (Puskas, 2009) is used with life stories as a common methodology for all six sub-studies with a special interest in power hierarchies based on class, ethnicity, gender and religion. All together about 50 students have been interviewed. In this paper we will especially discuss the concept of capital (Bourdieu, 1977) in our analysis but also use sociology of emotions (Scheff, 1990) when discussing aspects of identity. In the paper especially one young Turkish woman will tell about her background and experiences being an example of student mobility within Asia and struggling for attending the European educational arena through applications for a PhD position at a European university. The student’s educational journey has been difficult within Turkey with many obstacles with all her family involved. After studies in Malaysia for a master thesis she is back in Turkey engaged with trying to get access to higher education within Europe. In the project as a whole there are many students talking about trying to reach Europe through their studies abroad in Asia.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_erikssonstefan_2012,
title = {What is the right profile for getting a job?: A stated choice experiment of the recruitment process},
author = {Eriksson, Stefan and Johansson, Per and Langenskiöld, Sophie},
year = {2012},
language = {eng},
keywords = {stated choice experiment; discrimination; gender; age; ethnicity; obesity; sickness absence},
abstract = {We study the recruitment behavior of Swedish employers using data from a stated choice experiment. In the experiment, the employers are first asked to describe an employee who recently and voluntarily left the firm, and then to choose between two hypothetical applicants to invite to a job interview or to hire as a replacement for their previous employee. The two applicants differ with respect to characteristics such as gender, age, education, experience, ethnicity, religious beliefs, family situation, weight, and health. Our results show that employers discriminate against applicants who are old, non-European, Muslim, Jewish, obese, have several children, or have a history of sickness absence. Expressed in wage terms, this discrimination corresponds to a wage reduction of up to 50 percent. Moreover, increasing the firms’ cost of uncertainty in hiring – through more firm co-payment in the sickness benefit system – may reduce hiring, but does not affect the degree of discrimination. Also, there are only small differences in the degree of discrimination between different types of recruiters and firms. Overall, our results suggest that the discrimination, at least partially, should reflect statistical discrimination.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_10,
title = {Teaching and learning Ethics at intermediate stage in Sweden},
author = {Franck, Olof and Osbeck, Christina},
year = {2014},
journal = {Nationell Ämnesdidaktisk konferens (NÄD) i Göteborg den 9 -11 april},
language = {eng},
abstract = {This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year - which could have been developed during the academic year - are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonlena_2007_1,
title = {"Enligt fysiken eller enligt mig själv?": gymnasieelever, fysiken och grundantaganden om världen},
author = {Hansson, Lena},
year = {2007},
language = {swe},
publisher = {Nationella forskarskolan i naturvetenskapernas och teknikens didaktik, FontD :Institutionen för samhälls- och välfärdsstudier, Linköpings universitet},
abstract = {I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. Exempel på grundantaganden kan vara att det existerar en materiell värld, att det inte finns något annat än den materiella världen, att en gud existerar som kan ingripa i skeendet här på jorden, att allting som finns har eller kommer att få en naturvetenskaplig förklaring, att allt som finns har en mening, eller att naturen är överordnad oss människor. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För avhandlingens empiriska studier har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram förelevernas resonemang. Avhandlingen bygger på två olika studier. I den första studien studeras elevers skriftliga svar och uttalanden under intervjuer, medan den andra studien bygger på observationer av elevers gruppdiskussioner. Gruppdiskussionerna utformades utifrån erfarenheterna från den första studien och utgjorde en del av en undervisningssekvens inom ramen för elevernas fysikundervisning. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. I avhandlingen lyfts tre argument fram för att en diskussion bör föras, inom ramen för fysikundervisningen, kring vilken typ av grundantaganden som fysiken bygger på samt andra typer av antaganden som människor kan göra om hur världen är beskaffad. Det första argumentet handlar om att det är svårt att förstå resonemang och modeller i fysiken om man inte känner till de grundantagande som fysiken bygger på. Det andra argumentet handlar om att grundantaganden bör ses som en del av undervisningen om naturvetenskapens natur (NOS). Resultaten visar att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta utesluter möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Det tredje argumentet handlar om elevens identitet i relation till fysiken. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2025_3,
title = {Till folkhemskristendomens försvar: 1963 års namninsamling och kristendomsämnets ställning i den nya gymnasieskolan},
author = {Hellström, Emma},
year = {2025},
journal = {Historisk Tidskrift},
volume = {3},
number = {145},
pages = {535--564},
language = {swe},
abstract = {I denna artikel undersöks, med utgångspunkt i 1963 års tidningsdebatt om gymnasiets religionsundervisning, i vilken mån 1960-talet kan betraktas som en brytpunkt mellan en religiös och en sekulär värld. Analysen visar att religionsundervisningens tidigare förankring i tron hade upphört. Detta var inte detsamma som att kristendomen blev irrelvant för fostransuppdraget. Kristendomens etiska värden beskrevs snarare som en förutsättning för att det moderna samhället skulle fungera. Den kristna etiken fungerade därför som ett gemensamt etiskt språk som användes för att belysa och hantera samtidens sociala frågor och utmaningar. },
issn = {0345-469X}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_olofssonhans_2011,
title = {Fatta historia: En explorativ fallstudie om historieundervisning och historiebruk i en högstadieklass},
author = {Olofsson, Hans},
year = {2011},
language = {swe},
publisher = {Karlstads universitet},
keywords = {history subjects},
abstract = {Studiens huvudsyfte är att utforska hur historieämnet konstitueras av lärare och eleverunder arbetet med ett ämnesområde, i det här fallet första världskrigets och mellankrigstidenshistoria. Närmare bestämt undersöker den hur informanterna gemensamt skaparhistorisk mening genom att erfara och tolka det förflutna i klassrummet. En teoretiskutgångspunkt är att skolans historieundervisning bör betraktas som ett organiserat kollektivtbruk av det förflutna som står i nära förbindelse med andra samhälleliga historiebruk.Studien omfattar data från 16 observerade lektioner, intervjuer med läraren och elevernaoch analyser av elevernas essäskrivningar.Studien visar hur realhistoriska kunskaper i, metahistoriska kunskaper om ochvärdeförmedlande kunskaper av historia framträder och tvinnas samman till en helheti undervisningen. En hypotetisk slutats är att dessa tre kunskapsformer är ömsesidigtberoende av varandra i den konkreta undervisningssituationen. En didaktisk implikationär indikationer på att olika metaperspektiv i historieundervisningen kan behöva utvecklas.Särkilt gäller det om de historiska aktörsperspektiven som förefaller vara viktiga för attstärka elevers förmåga att artikulera sitt historiemedvetande. Ett teoretiskt bidrag rörstudiens medvetet eklektiska användning av (”tyska”) teorier om historiemedvetande och(”anglosaxisiska”) teorier om historiskt tänkande.Hans Olofsson är verksam som lärare i historia, religionskunskap och svenska påAbrahamsbergsskolan i Stockholm och forskarstuderande vid Karlstads universitet.Han är också aktiv som läromedelsförfattare. ”Fatta historia – en explorativ fallstudie omhistorieundervisning och historiebruk i en högstadieklass” är hans licentiatavhandling.Licentiatavhandlingen har skrivits inom Forskarskolan för lärare i historia ochsamhällskunskap, en särskild fortbildningssatsning för yrkesverksamma lärare. Centrumför de samhällsvetenskapliga ämnenas didaktik vid Karlstads universitet har ansvarat förforskarskolan i samarbete med Högskolan Dalarna.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_outzentrine_2025,
title = {Saving the Soul through Dieting: Governing health at Die Franckeschen Anstalten 1698-1759},
author = {Outzen, Trine},
year = {2025},
language = {eng},
publisher = {Media-Tryck, Lund University, Sweden},
abstract = {Denna avhandling undersöker hur Halle-pietismen blev en central plats för framväxten av pastoralt biomaktutövande, där själavård och hälsostyrning systematiskt vävdes samman. Med fokus på August Hermann Franckes och Christian Friedrich Richters rationliteter samt den institutionella ordningen i Die Franckeschen Anstalten (1698–1759) utmanar studien den dominerande berättelsen om att biomakt och folkhälsostrategier enbart uppstod genom sekulära statsinitiativ under det sena 1700-talet. Genom att integrera Michel Foucaults begrepp "governmentality" med historisk analys visar avhandlingen hur pietistisk teologi, medicinsk rationalitet och pedagogisk praktik samverkade i ett projekt för kroppslig och moralisk styrning, med målet att forma lydiga, friska och gudfruktiga subjekt. Detta biopastorale regim mobiliserade medicinsk kunskap inte i motsättning till religionen, utan genom den, och omvandlade hälsostyrning till ett andligt och socialt imperativ. Genom detaljerad analys av primärkällor, inklusive teologiska traktater, medicinska texter och institutionsarkiv från Die Franckeschen Anstalten, visar avhandlingen hur pietistiska föreställningar om arvsynd och kroppslig fördärv påverkade medicinska uppfattningar om sjukdomars orsaker och förebyggande. Richters reflektioner över synd och kroppens förfall, tillsammans med Franckes främjande av måttfullhet som en andlig-medicinsk teknik, illustrerar hur Halle-pietismen aktivt försökte reglera individers kroppar och själar samtidigt, och integrerade andliga ideal i vardagliga praktiker som kost, hygien och undervisning. Studien placerar slutligen Die Franckeschen Anstalten i ett bredare sammanhang av polisiära institutioner och biopolitisk styrning, och visar hur religiösa aktörer implementerade konkreta strategier för hälsooptimering som förebådade senare initiativ inom medicinpolisväsendet. Resultaten uppmanar till en omprövning av religionens roll i tidigmodern biopolitisk utveckling och inbjuder till vidare jämförande forskning över konfessionella och institutionella gränser. Avhandlingen föreslår en ny tolkning av Die Franckeschen Anstalten som en tidig form av polisinstitution, vilken utövade styrning och kontroll genom strukturerad disciplin och övervakning av både individens andliga och fysiska liv.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sandinbengt_2009,
title = {Introduction},
author = {Sandin, Bengt and Graff, Harvey. J.},
year = {2009},
journal = {Understanding Literacy in its Historical Contexts Socio-Cultural History and the Legacy of Egil Johansson },
pages = {7--13},
language = {eng},
publisher = {Lund : Nordic Academic Press},
abstract = {Under nära 30 år har den svenske pastorn och socialhistorikern Egil Johanssons forskningsinsats förbluffat den internationella akademiska världen. Johansson, som tidigt kom att intressera sig för kyrkoförsamlingarnas arkiv i norra Sverige, och särskilt för kyrkornas undervisningsregister, upptäckte dessa dokuments unika potential för att få en inblick i läs- och skrivkunnighetens historia i Sverige.I Understanding Literacy in its Historical Contexts undersöker en grupp internationella framstående forskare möjligheterna av en vidare tillämpning av centrala delar av den tidiga forskningen om alfabetiseringsprocessen. Den snabba tillväxten inom detta forskningsfält under de två senaste decennierna, som delvis är ett resultat av Egil Johanssons tidiga banbrytande upptäckter, har gett fältet en framskjuten plats inom historieämnet.Egil Johanssons utvecklade nydanande metoder att analysera den insamlade datan på, metoder som än idag hjälper historiker jorden runt att bättre förstå det förflutna. Tillsammans med ett flertal medarbetare grundade Egil Johansson också en stor databas för kyrkoarkiv, vilken också den fortfarande bidrar till forskningen om det förindustriella samhället. Egil Johanssons forskningsinsats spänner över ett brett socialhistoriskt spektra som innefattar förutom den historiska alfabetiseringsprocessen även religions- och genushistoria.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sandinbengt_2009_1,
title = {Understanding Literacy in its Historical Contexts Socio-Cultural History and the Legacy of Egil Johansson},
author = {Sandin, Bengt and Graff, Harvey},
year = {2009},
language = {eng},
publisher = {Nordic Academic Press},
abstract = {Under nära 30 år har den svenske pastorn och socialhistorikern Egil Johanssons forskningsinsats förbluffat den internationella akademiska världen. Johansson, som tidigt kom att intressera sig för kyrkoförsamlingarnas arkiv i norra Sverige, och särskilt för kyrkornas undervisningsregister, upptäckte dessa dokuments unika potential för att få en inblick i läs- och skrivkunnighetens historia i Sverige.I Understanding Literacy in its Historical Contexts undersöker en grupp internationella framstående forskare möjligheterna av en vidare tillämpning av centrala delar av den tidiga forskningen om alfabetiseringsprocessen. Den snabba tillväxten inom detta forskningsfält under de två senaste decennierna, som delvis är ett resultat av Egil Johanssons tidiga banbrytande upptäckter, har gett fältet en framskjuten plats inom historieämnet.Egil Johanssons utvecklade nydanande metoder att analysera den insamlade datan på, metoder som än idag hjälper historiker jorden runt att bättre förstå det förflutna. Tillsammans med ett flertal medarbetare grundade Egil Johansson också en stor databas för kyrkoarkiv, vilken också den fortfarande bidrar till forskningen om det förindustriella samhället. Egil Johanssons forskningsinsats spänner över ett brett socialhistoriskt spektra som innefattar förutom den historiska alfabetiseringsprocessen även religions- och genushistoria.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_werneryvonnemaria_2014,
title = {The Scandinavian Mission of the Sisters of Saint Joseph: A female Counter-Culture in Nordic Society},
author = {Werner, Yvonne Maria},
year = {2014},
journal = {Religious Institutes and Catholic Culture in 19th- and 20th-century Europe},
pages = {115--132},
language = {eng},
publisher = {Leuven : Leuven University Press},
abstract = {It is well known that Catholic nuns and sisters played an important role in modern society, and that they in many ways paved the way for the entrance of women into professional life within the social sector. Modern research has also pointed out their social achievements as missionaries in the third word. But it is less known that female Catholic congregations also led school, hospitals and other social institutions in Protestant countries in northern Europe. These religious institutes accompanied the reestablishment of the Catholic Church in Scandinavia in the mid-nineteenth century, In my article, I will discuss the Scandinavian missionary activities of one of these institutes, a French congregation named La Congregation des Sœurs de Saint-Joseph from Chambéry in Savoy. The Sisters of St Joseph started their missionary work with a small community in the Danish capital Copenhagen in 1856. Sixty years later there were around eight hundred St Joseph Sisters living in communities spread across the Nordic area. The Chambéry congregation, which developed a broad range of activities within health care and education, was the most successful of the female religious institutes at work in Scandinavia. From a Nordic point of view, these Catholic sisters represented an alien culture that in essential matters conflicted with prevailing norms. They were part of a female world that in many ways constituted an alternative both to Lutheran domestic ideology with its emphasis on marriage, biological motherhood, and domestic duties, and to the middle-class liberal and socialist feminist movements. The Catholic sisters, in other words, embodied a female counter-culture in modern society, a third way between Protestant 'familyism' and feminist women’s movements.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_alvstaderik_2017,
title = {Den rabbinska traditionen},
author = {Alvstad, Erik},
year = {2017},
language = {swe},
publisher = {Dialogos Förlag},
keywords = {judendom; rabbinsk judendom; text; tolkning; torah; talmud; midrash},
abstract = {Boken handlar om judisk bibeltolkning. Texter och textpraktiker är helt centrala för den rabbinska judendomen. Här undersöks grunderna för denna på en gång litterära, religiösa och hermeneutiska tradition samt den bakomliggande synen på uppenbarelsen. Frågan om den rabbinska kommentartraditionens legitimitet och auktoritet löper som en röd tråd genom boken. Hur förankrade det rabbinska etablissemanget sina utläggningar och tolkningar, som ibland bara verkar ha ett mycket vagt underlag i Bibeln och emellanåt markant skiljer sig från det kommenterade verket? Med vilken instans sökte man auktorisera sin tolkning? Och vad menade egentligen rabbinerna när de gjorde gällande att Torah är en evigt fruktbar företeelse, vars ord växer och förökar sig precis på samma sätt som en planta växer och förökar sig? I boken behandlas den rabbinska judendomens läsarpraktiker och läsarideologier, kampen om läroauktoritet och tolkningsföreträden, samt hur en religiös tradition (den rabbinska judendomen) och en social grupps (den rabbinska ”klassen”) samhälleliga hegemoni legitimeras genom just text, läsning, tolkning och undervisning. Men i en annan bemärkelse så behandlas vissa närmast allmängiltiga förhållningssätt till tillvaron, och några av de sätt på vilka människan genom förmedlingen av litteratur och religion skapat mening och format sina sociala och kulturella villkor. I sammanhanget ges också en introduktion till några av judendomens centrala verk, såsom Mishnah, Talmud, och Midrash.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_asztalosmorellildik_2015,
title = {On the Roma Precarious Experience Facing Free Christianism},
author = {Asztalos Morell, Ildikó},
year = {2015},
journal = {The New Social Division},
pages = {139--158},
language = {eng},
publisher = {New York : Palgrave Macmillan},
keywords = {free christian; roma; precarity; poverty},
abstract = {Globalization and the transition to a service society, together with a strengthening of neoliberalism in governance, led to a changing balance between capital and welfare and the growth of what Guy Standing (2011) has named the precariat. This implied declining labour security and labour costs and the increased flexibilization of labour. Grounds for eligibility to social rights weakened, and an increasing section of the labour force became excluded from these rights, while a rising proportion of the population found themselves unemployable and part of a growing underclass (Castells, 2010).There is a need for further research concerning Central and Eastern European (CEE)[SPi1] countries, which provide a specific context for the formation of the precariat due to their roots in state socialist regimes prior to the neoliberal turn. In addition, the impact of stratifying forces such as gender, ethnicity, and religion on the development of the precariat has been more neglected. Furthermore, the focus has been on processes generating precariousness and marginalization. Less attention has been paid to resilience and forces that can potentially counteract precarization. This chapter is intended to contribute to research concerning the three areas above. It will focus on the example of CEE Roma following post-socialist transition – a group identified as an ethnified/racialized underclass (Ladányi and Szelényi, 2004) – with special consideration given to dynamics of resilience and change.Precariousness refers to a human condition threatened by falling outside. Roma communities, throughout their history, have been composed of groups that have suffered from exclusion and persecution. Their precariousness prevailed even during the state socialist period’s materialistically conceived social integration project, since the Roma constituted the unskilled reserve army of state socialist industrialization and they were constrained in their freedom of ethnic identity construction and association.Post-socialist economic transition resulted in mass exclusion from the labour force, where the precarization of Roma intensified, since the shutting down of former heavy industries and mines led to the loss of unskilled jobs (Kemény et al., 2004; Kovács, 2008; Vajda and Dupcsik, 2008; Váradi, 2010; Bodrogi and Kádár, 2013). The period following the major epoch of transition has not led to the creation of work opportunities, allowing the integration of those who became marginalized in the first phase. Those Roma who live in peripheral rural communities can be seen as multiply marginalized, due to lower levels of education compared to majority society, higher levels of exclusion from the labour market, and geographic isolation from labour opportunities. Neoliberal and neoconservative turns in welfare policies displaced the state socialist models, in which work was both a right and a duty, opening for social rights (Szalai, 2007). The state transferred the task of poverty management to municipalities and to the civil sphere. These efforts to a large degree became conditional on local welfare regimes (Szalai, 2007; Asztalos Morell, 2011). Needs-based rights opened for moralizing between deserving and undeserving poor, where Romanness and undeservingness often unhappily associated in discourses concerning eligibility (Schwartz, 2012). Kligman (2001) argues that ‘“Roma” as a category has been expanded, in certain contexts, to essentialize a purported relationship between “race” and “poverty”’ (Kligman, 2001, p. 63). Thus in CEE, poverty obtained a ‘Roma face’ (p. 64) and Roma were accused of being poor due to their allegedly essentialist features.Experiences of social and economic exclusion are often coupled with internal syndromes of social deprivation and anomy. One explanation for this anomy complementary to structural and discriminatory explanations is its association with a culture of poverty characterized by lack of long-term perspective and lack of trust both within the community and outwards (Ladányi and Szelényi, 2004).Bourdieu (1986) explained the reproduction of social inequalities to be related to the differential accumulation and transfer between material and immaterial assets. This study focuses on the dynamic relation between the material and immaterial aspects of precariousness and approaches the role of norms as links of mediation between these spheres. From this perspective, religious beliefs can also be understood to rest on norms regulating conducts of life (Weber, 2003). Within this controlled and repressed sphere of religiosity of state socialism, non-established religious congregations occupied a specifically precarious situation. These religious movements were not only treated as sects and deviants by politics but were also resisted by the established churches. The Roma were typically deprived of religious practice and spiritual identity during this period, due to the unwelcoming attitude of main traditional churches. Conversely, missionizing among the Roma emerged among the non-established, so-called Free Christian congregations (Kopasz, 2011). During the post-socialist transition, most of the Roma continue to live under spiritual deprivation. Although most historical denominations have initiated specific Roma pastorations, Free Christian churches continue to be the most engaged in addressing Roma as subjects of religious transformation, offering them subjectivity and salvation through confession and religious revival according to the norms of the true believers (Bartl, 2013). The paramount role of free churches for the spiritual wakening of Roma communities has been internationally observed (Thurfjell and Marsh, 2014).}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanjarl_1988,
title = {Är den nya bibelöversättningen mera "begriplig"?},
author = {Backman, Jarl},
year = {1988},
language = {swe},
publisher = {Pedagogiska institutionen, Umeå universitet, Umeå},
abstract = {Tre olika texter bestående av 450-700 ord från den nya bibelöversättningen jämfördes med motsvarande från den gamla i tid föregående översättningen. Texterna prövades med avseende på läsförståelse, som mättes via skriftliga reproduktioner i form av sammanfattningar efter tidigare genomläsning. Sex grupper drogs slumpmässigt från 102 elever utvalda ur årskurs 9 i grundskolans högstadium, fördelade på två grupper för varje text; en på den gamla översättningen och en på den nya. Grupperna som läste den nya versionen reproducerade signifikant bättre ände som läst den gamla. Nyöversättningen befanns således mera"begriplig". Förståelsemätningen var dock inte relaterad till differentiellt processande med avseende på betyg i religionskunskap eller konfirmationskunskaper. Däremot befanns en språklig kompetens vara signifikant positivt relaterad till prestationer i förståelsemätningen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berhanugirma_2017,
title = {Ethiopia: Intellectual Genocide in the Making?: The Strong and Pervasive Evidence of Ethnic Inequalities in Ethiopia},
author = {Berhanu, Girma},
year = {2017},
journal = {nazret.com},
language = {eng},
abstract = {Abstract Ethnic inequalities in all sectors of life in Ethiopia have increasingly become serious and pervasive. Access to higher education (including scholarship grants) and most sought-after disciplines appear to be disproportionately distributed along the multitude of ethnic groups in the country. In this paper I argue that intellectual genocide manifests in three different forms: (a) systematic discrimination against certain groups with regard to educational opportunities, e.g., higher education and scholarship grants; (b) brain drain, that is, the movement of intellectuals and young skilled Ethiopians out of the country; and (c) cultural genocide, the action of the system which has the aim or effect of dispossessing the people of their lands, territories or resources, cultural values, language, and historical/religious relics and heritages. The philosophical foundation/ that undergirds this study is a critical theory with elements of post-structuralism and ‘post-colonialism’. The strategies used to collate and collect data are meta-analysis (data synthesis), discourse analysis, personal accounts, and a limited amount of sociological introspection. There are a number of reasons or mechanisms that lead from ethnicity to violence. Evidence shows that there are already some patterns and discourses that might precipitate or crystallize the ‘mechanisms’ in Ethiopia (see Straus, 2006)[1]. The study shows that it is high time to stop the madness and redress the chronic and pervasive disparities within and between groups. It is imperative that we focus on our similarities and common destiny. “The fight is never about grapes or lettuce. It is always about people.” It is about Ethiopian people. It is just unacceptable to seek self-aggrandizement for ourselves— or for our specific ethnic group and increase power and influence to draw attention to our own importance— and forget about progress and prosperity for the multitudes of ethnic groups in Ethiopia. Our ambitions must be broad enough to include the aspirations and needs of others, for their sake and for our own.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_bratemats_2012,
title = {Places, People, Stories},
author = {Brate, Mats and Hanberger, Petter},
year = {2012},
language = {eng},
publisher = {Linnaeus University},
keywords = {graphic novel; comic; conference publication; humaniora; humanities},
abstract = {This graphic novel is the documentation of Places, People, Stories, a conference held at Linnaeus University in Kalmar, 28–30 September 2011. The conference was the culmination of the research project Places as Stories (see page 31) and attracted more than 175 participants from around the world, including Scandinavia, United Kingdom, USA, Japan, Argentina, Israel, India, the Marshall Islands and Australia. A wide spectrum of disciplines was represented including Anthropology, Archaeology, Architecture, Art, Business Studies, Design, Heritage Studies, History, Human Geography, Literature, Media Studies, Pedagogics, Religious Studies and Tourism Studies. Professionals working in the education, landscape and heritage sectors were also invited. The conference, which took place at the conference centre Brofästet close to the Baltic Sea, just outside the centre of Kalmar, featured four keynote lectures and more than 120 academic presentations in 18 sessions as well as six artistic contributions. Some sessions may be published separately in traditional academic formats. The conference was supported by grants received from Linnaeus University and the Swedish National Heritage Board. During the three conference days a multidisciplinary discussion took place about human narratives and their connections to places. The aim was to create a platform for unpredictable dialogues between professional scientists and artists, while providing opportunities for personal encounters and conversations that may lead to a new understanding of how cultural phenomena emerge.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonolof_2012,
title = {Theme 9: Successful schools, successful leaders},
author = {Johansson, Olof},
year = {2012},
journal = {The Routledge International Handbook of Teacher and School Development},
pages = {421--426},
language = {eng},
publisher = {: Routledge},
abstract = {The chapters in this section are drawn from Australia - David Gurr, China - Allan Walker and Haiyan Qian, Europe - Katarina Norberg and North America - Paul V. Bredeson, Carolyn J. Kelley and Hans W. Klar. The authors follow the same structure, establishing the context of schooling in their part of the world followed by a discussion about the origins of research on successful schools and successful principals. It is worth noting that the interest in researching successful schools is relatively recent. We see, for instance, a very clear link between old traditions in China and a public demand for good schools for the purpose of delivering the next generation of top civil servants and politicians. Thus, the examination system rather than the quality of the schools has been the focus. The system created a pathway for families with talented children to a better life, regardless of economic background. A similar description is to be found in the Australian chapter. Here, the author discusses the definition of good schools as those that provided the educated people that society needed. This definition applied to successful schools during the 1990s, including those in China. The history of schools in America and Canada, however, differs. In those countries education has always been linked to serving the needs of local society and different religious groups. In Sweden, as in many other European countries, schools maintained strong links with the Church up until the time of the First World War. The chapters also illustrate that the profile of successful schools varies over time and from one country to the next, within a country and also within a single school district. How successful schools are defined also has a clear ideological dimension. Political parties of the right generally argue for a traditional school culture and structure with a focus on academic merit. Parties on the political left argue more often for a school culture and structure which support a dual focus on social and academic goals. This difference between ideologies leads us to the question: is a successful school the same as an effective school? The parties with a more traditional outlook would deem a school to be effective by reference to grades whereas the more progressive wing would argue that a successful school achieves well in both areas. This is where the debate in my own country, Sweden, stands at the moment. The Ministry of Education claims that in Sweden there is a requirement for a basic education that focuses on academic learning in order for the country to stay at the top of OECD’s Programme for International Student Assessment (PISA) league tables - something that even the current opposition is in favour of. But are they right in their belief that striving for a top ranking contributes to and creates better schools for all pupils?}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_khanjaris_2012,
title = {Quality of life in family caregivers to persons with breast cancer in Iran : methodological and clinical aspects},
author = {Khanjari, S},
year = {2012},
language = {eng},
publisher = {Karolinska Institutet, Department of Neurobiology, Care Sciences and Society (NVS);Department of Neurobiology, Care Sciences and Society (NVS)},
abstract = {Background: In Iran, cancer is the third cause of death and breast cancer is the most common cancer among women. Nursing care should focus on the entire family (and not only the patient) as one unit of care. The overall aim of this thesis was to investigate quality of life (QoL) and coping capacity of caregivers of family members with breast cancer in Iran. Method: This thesis is based on four studies, two methodological studies and two longitudinal studies that included six standardized instruments. Study I & II focused on translation into the Persian language and tested the psychometric properties of the Health Index (HI), Sense of Coherence (SOC) scale, Brief Religious Coping (RCOPE) scale, Spirituality Perspective Scale (SPS) in a healthy sample (n=333) and Caregiver Quality of Life Index-Cancer (CQOLC) scale in a sample of family caregivers (n=150). In Study III the five questionnaires (CQOLC, SOC, SPS, RCOPE, and HI) were assessed in the sample of family caregivers at the time of diagnosis (T1) and 6 months later (T2). In study IV consequences that were due to the breast cancer experience were investigated through semistructured interviews at T1 and T2 using the Swedish version of the Schedule for the Evaluation of Individual Quality of Life-Direct Weighting. Results: The reliability of the instruments as measured by Cronbach’s alpha values and intraclass correlations was highly satisfying. In addition, the majority of the hypotheses posed for validity were confirmed. A confirmatory factor analysis of the CQOLC showed a similar four-factor structure to that of the original CQOLC instrument, although with somewhat different item loadings. Hierarchical multiple regression analysis confirmed validity in that SOC was the strongest predictor of well-being and QoL in both samples. Other predictors contributing to the variance were negative religious coping, education, and severity of breast cancer. Family caregivers rated statistically significantly lesser mental burden and lifestyle disruptiveness between T1 and T2. During the same period, positive adaptation, sense of coherence, spirituality, coping were rated statistically significantly worse. None of these changes was of clinical relevance as estimated by effect size except negative religious coping. Over 50% of the family caregivers had a stable overall QoL, 15% decreased in QoL, and 34% increased their overall QoL. The multiple regression analyses of the ratings of QoL at T1 showed that negative religious coping, SOC, and severity of breast cancer explain 64% of the variance of change in overall QoL. The most frequent categories important for the QoL of family caregivers both at T1 and T2 were health in general, relationships, financial status, education, and religion. Psychological impact of disease, concerns about disease, religion, and financial situation were the most frequent categories nominated as influencing life in relation to having a family member with breast cancer. Further, positive aspects in the form of a new view of life and positive effects of relationships were mentioned. Conclusion: Being a caregiver to a family member with breast cancer affected the life of the caregiver at both T1 and T2. Our findings indicate that some family caregivers have more difficulties than other family caregivers with adjusting to the situation, which may lead to lower QoL. Standardized instruments sometimes fail to capture all areas of importance in the life of caregivers to family members with breast cancer. This thesis calls attention to the need for nursing care to assist and support family caregivers of family members with breast cancer. This support should occur early in the disease process.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_lundbergarvid_2018,
title = {Openness as Political Culture: The Arab Spring and the Jordanian Protest Movements},
author = {Lundberg, Arvid},
year = {2018},
language = {eng},
publisher = {Department of Social Anthropology, Stockholm University},
keywords = {activism; arab spring; democracy; jordan; political culture; aktivism; arabiska våren; demokrati; jordanien; politisk kultur},
abstract = {This study is an exploration of the origins of the Arab Spring in Jordan and across the region. Based on ethnographic fieldwork among the leadership of the Jordanian protest movements, it suggests a new way of understanding why these movements fell apart. A recurrent theme in accounts of the political movements that emerged in Jordan and the Arab world more generally in 2011 is that the unity that initially appeared on streets and squares never transformed into a viable coalition but instead dissolved. A common way to understand why the Arab Spring’s promise of a less authoritarian society was not fulfilled is to look at the center of a political system and explain why it did not become more democratic. These explanations depend on an alternative that we know only through our counterfactual imagination: a united opposition capable of bringing about a democratic system. Instead of imagining a united opposition and explaining why it was not realized, the thesis starts with the fact that the Jordanian opposition was deeply fragmented, but that there were attempts to counter this fragmentation by coordinating and specifying its demands. These attempts fell apart due to something more general than ideological, ethnic or religious divisions within the Jordanian opposition. They were based on a way of conducting politics that was uncommon among the leadership of the protest movements as well as among their opponents. These attempts were characterized by an emphasis on political ideas and programs rather than patronage and by an orientation toward political dialogue, which some Jordanians described in terms of “infitāḥ” (openness) and contrasted with a more polemical form of politics. This ethnographic study puts this more unusual form of politics into sharper relief and shows how it was rooted in political practices and values as well as comparable types of education and social life. This allows us to see how democratization is a movement that is not only political but also cultural, which takes shape in political activism, education and social life.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2018_2,
title = {Questions and speech genres in social studies classrooms - Comparisons of communication patterns},
author = {Osbeck, Christina},
year = {2018},
journal = {Didactic classroom studies - A potential research direction},
pages = {22--45},
language = {eng},
publisher = {Lund : Kriterium/ Nordic Academic Press},
keywords = {klassrumsstudier; elever; lärare; undervisningsinnehåll; undervisning},
abstract = {This essay reports findings from a project in social studies, especially religious education (RE), with three Year 6 classes in Sweden. In the project, the social studies classes were observed for one academic year and pre– and post-tests in RE were also used, which indicated differences in both results and development between the classes. In this essay, the two classes that showed the largest differences in test results between themselves are the focus. Transcriptions of two similar pairs of lesson observations—one an introduction to RE and one a lesson centred on a news quiz—are analysed, focusing on the communication patterns in the two classes that may contribute to an understanding of the differences in achievement and development. A socio-cultural perspective is used, where knowledge and subject- matter knowledge is understood as language that is developed in contextual negotiations. The findings show that questions, both from teachers and from pupils, were more frequent in the class with the better test results. The speech genre used in this class was more analytical and varied, less information dominated, and the content was clearly broader in one of the lessons. The teacher position was also more pupil-oriented and problematising, while what it meant to be a competent pupil in this class was to be talkative and curious.},
issn = {2002-2131}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_roxbergsa_2025,
title = {Till Kerstin},
author = {Roxberg, Åsa and Werkander Harstäde, Carina},
year = {2025},
journal = {Tolkningar, förhandlingar och fortsatta samtal},
pages = {259--259},
language = {swe},
publisher = {Trollhättan : Högskolan Väst},
keywords = {vänbok; kerstin von brömssen},
abstract = {Förord:Det har varit en fröjd och stor glädje att jobba med denna vänbok. Vi visste ju att Kerstin hade ett enormt stort kontaktnät och känner och arbetat med stort antal människor över hela världen, men den respons vi fått när vi kontaktat kollegor med förfrågning om de skulle vilja bidra till denna, har varit överväldigande. Vi insåg snabbt att vi måste göra ett urval eftersom Kerstin har samarbetet med så otroligt många människor och vi ställde därför frågan om medverkan i vänboken till de som Kerstin i olika sammanhang skrivit tillsammans med. Och den långa listan av namn i vänbokens Tabula Gratulatoria vittnar om att det är en stor skara som under olika tider och i olika sammanhang uppskattat Kerstin både som vän och kollega. Kerstin disputerade 2003 med en avhandling med titeln Tolkningar, förhandlingar och tystnader: elevers tal om religion i det mångkulturella och postkoloniala rummet och avhandlingens titel och teman har vi parafraserat och låtit vara utgångspunkten för denna vänbok. Men innan Kerstin disputerade hade hon haft en lång karriär som mellan- och högstadielärare. Hon föddes i ett lantbrukarhem i trakterna kring Finnerödja i Västergötland och när Kerstin berättar om sin uppväxt nämner hon arbete med djuren, odling och jordgubbsplockning men också att hon spelade piano och senare även orgel i den lokala baptistförsamlingen. Musikintresset skulle senare leda till en kantorsexamen i Uppsala, men det blev studierna till mellanstadielärare vid Lärarhögskolan i Göteborg som senare skulle öppna dörrarna till forskning. Som fortbildning för att bli behörig för högstadiet läste Kerstin religionsvetenskap och fick möjlighet att resa till Sri Lanka och fördjupa sig i vanliga människors buddhistiska praktiker. Där var det dock nära att hon på bytte karriär och blev te-importör… Vi är dock glada att hon fortsatte sitt arbete inom lärarutbildningen vid Göteborgs universitet, senare vid Karlstads Universitet och nu senast som professor i utbildningsvetenskap vid Högskolan Väst.Göteborgs universitet och i avhandlingen återfinns teman som hon har fortsatt att utforska under hela sin forskarkarriär såsom elevers lärande och upplevelser kopplat till skola och utbildning, mångfald, religion, genus och postkolonialism. Egenskaper som gör Kerstin till en bra forskare är att hon är nyfiken, vill lära sig och förstå mer och förhåller sig ständigt lärande, och ger sig in i nya forskningsfält, men också hennes enorma arbetskapacitet. Under somrarnas semestrar i norska fjällvärlden när maken Anders ägnar sig åt fiske och foto plöjer hon högen av nyutgiven litteratur inom religionsvetenskap, pedagogik och religionsdidaktik. Som nämnts ovan har Kerstin ett stort kontaktnät av kollegor och vänner både i Sverige, Norden, Europa men även i Sydostasien och Afrika. Det har blivit många internationella resor både inom ramen för olika forskningsprojekt men även med lärarstudenter till olika platser på jorden där Kerstin har organiserat studiebesök, fältstudier och möten mellan människor från olika sammanhang. Många av dessa lärarstudenter beskriver att de genom dessa resor fått erfarenheter berikat och nyanserat deras förståelse av omvärlden, vilket de har med sig i sin lärargärning. Kerstin har under sitt akademiska arbete haft fokus på forskning och utveckling av vetenskaplig kunskap (vilket många bidrag i den här boken visar), men hon har samtidigt aldrig släppt sitt engagemang för undervisning och lärarutbildning. Det spelar ingen roll om det är första terminens yrkeslärarstudenter, magisterstudenter eller doktorander – alla blir bemötta med samma hängivenhet och kunnighet. Kerstins lärargärning genomsyras av ett förhållningssätt som signalerar att kunskap och förståelse och att problematisera det vi ofta tar för givet, är viktigt oavsett om det handlar om barns förskollärarutbildning eller forskarutbildning. När vi skickade ut förfrågningar om deltagande i denna vänbok lämnade vi frågan om bidragens genre till författarna. Resultatet håller ni er hand och den stora variation av teman, genrer och infallsvinklar vittnar i sig om den bredd Kerstins forskargärning har. Den innehåller 31 intressanta, fascinerande och kreativa texter av väldigt olika karaktär och som är skrivna av personer från olika vetenskapliga sammanhang1. Tillsammans bildar de en mosaik som på olika sätt relaterar till Kerstin som vän, kollega och forskare. Vi vill rikta ett stort tack till alla författare som bidragit till denna vänbok! Det är vår förhoppning och förvissning att Kerstin och många andra kommer att uppskatta bokens mångfacetterade innehåll.Trollhättan, februari 2025 Getahun Abraham, Elin Almér, Karin Flensner, Osa Lundberg och Signild Risenfors}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sarrikrantzanna_2024,
title = {The narrative imagination - listen to the stories of the third generation survivors},
author = {Sarri Krantz, Anna},
year = {2024},
language = {eng},
keywords = {narrative imagination; third generation survivor; holocaust; antisemitism},
abstract = {The narrative imagination - listen to the stories of the third generation survivors1. Research topic/aimThe third generation survivors, grandchildren of those who survived the Holocaust, have in the past decade started to tell the stories of their grandparents' experiences during the Nazi dictatorship in Germany during the Second world war. The grandchildren use various forms of communication to share their stories in a public context. In their storytelling, the grandchildren incorporate their own testimonies of contemporary antisemitism, either directed towards themselves during their school years or towards the Jewish minority in Sweden. One can assume that the ever present antisemitism is the reason why the grandchildren choose to make their voices heard. At the same time, the Swedish educational system, from preschool to high school, has an explicit democratic and value based mission, which is formulated in the curriculum. The school's mission regarding democracy and values is regulated by several laws and regulations, including the Education Act. It is also governed by anti discrimination legislation that clarifies how educational institutions, typically managed by the principal, should act through something called ”active measures” against discrimination (see Sarri Krantz, 2023). Furthermore, legislation against discrimination and offensive treatment clarifies how educational institutions should implement active measures against discrimination. At the same time, research shows that students are subjected to discrimination and offensive treatment in the Swedish educational system (Sarri Krantz, 2018, Gillander Gådin & Stein, 2017, Gyberg et al., 2021). The purpose of this paper is therefore to investigate how the stories of the third generation survivors can be used in educational contexts to create awareness of human diversity based on the idea presented by Nussbaum (1997, 2010). Ultimately, the goal is to create a more democratic and inclusive education and school system. 2. Theoretical frameworkIn this paper, I want to call attention to the incorporation of the stories of the third generation survivors concerning their grandparents' experiences during the Holocaust, and their own experiences of contemporary antisemitism, in an educational context. By working with these stories one can create what Nussbaum calls "narrative imagination" (1997, p. 10). It means that as a student, one can grow as an individual by engaging with stories from different life environments, conditions, and experiences in a specific pedagogical context. In the effort to create an education system free from discrimination and racism, there is the opportunity to establish a school based on the idea of a liberal education and the possibility to shape future global citizens (Nussbaum, 1997). During the school years, it is crucial that a young person's personal development takes place. Nussbaum pinpoints the idea that education that cultivates a critical approach to different cultural expressions is essential for bringing about change in the individual. Art, literature, music, and film produced by individuals from diverse religious, cultural, social, and ethnic backgrounds can foster a "narrative imagination" (Nussbaum, 1997, p. 10). "The narrative imagination" means that education provides opportunities, and works towards a deeper understanding of students, in order to change their perception and of their understanding of the world. The purpose emphasized by Nussbaum is to create an education that promotes an attitude that helps students develop essential components such as understanding other people's perspectives, feeling empathy and sympathy, countering stereotypes related to other people, and, above all, developing critical thinking and a critical approach so that discriminatory acts are not left unchallenged (Nussbaum, 1997, 2010). To train students in this work, Nussbaum argues that ongoing exercises in critical thinking need to be carried out continuously. This should be done by expanding the mission to educate critical thinkers to a variety of subjects, so that teachers collectively and broadly take on the task. Nussbaum criticizes traditional teaching methods where students are passive listeners, and considers this demoralizing and weakening. Instead, she advocates for an education where students are active, engaged, and proactive. They need to learn to investigate and evaluate facts and develop the ability to present their own arguments as well as analyze existing arguments (2010). The goal is to create critical and reflective students who are “active, critical, curious, capable of resisting authority and peer pressure.” (Nussbaum, 2010, p. 73). 3. MethodDuring the 2010s, anthropological fieldwork was conducted in Stockholm, Sweden, studying Jewish life and Jewish identity specifically focusing on the grandchildren of the Holocaust survivors. The methods used were observations and in-depth interviews (Aull Davies, 2008). In this research, presented in the thesis (Sarri Krantz, 2018), it became evident that the third generation themselves were engaged in a narrative that was unique to them. They combined their grandparents' stories, as they had been recounted by the older generation, with their own experiences of contemporary antisemitism. Therefore, it was a natural progression to complement anthropological research with studies of the narratives of the third generation. This study has been characterized by analyzing the themes chosen by the third generation primarily aiming to call attention to their grandparents' experiences during the Holocaust. At the same time, their narratives also address what it means to belong to the Jewish minority in contemporary Sweden where antisemitism is prevalent, highlighting this from a current situation. The grandchildren's stories serve as time documents of the Jewish minority's situation from a historical and contemporary perspective, while also being valuable for educational purposes for global citizens of tomorrow. Table 1. Overview of authors and titles together with thematic perspectivesAuthorTitleThematic perspectivesLichtenstein, Moa“Bagage från läger 99”- life during persecution- historical antisemitismSchreiber, Johanna“Brev till min farfar”- historical antisemitism- contemporary antisemitismVerständig Axelius, Natalie“Det var inte jag som skulle dö”- historical episodes during the Holocaust- war versus peace- survival 4. ConclusionThe relevance of the paper is to show and discuss the narrative of the Jewish minority, focusing on historical and contemporary antisemitism, and what educational possibilities such a narrative can have for students and staff in schools. The relevance of the paper is also to highlight the legislative obligations for the providers of education and what can be developed using the ideas of narrative imagination in order to safeguard the human rights for the next generation.In order to dismantle discrimination and racial injustice the school system in Sweden, together with school systems around the world, can implement a shift of focus and listen to the stories of the third generation survivors, and other narratives from a variety of voices. On the basis of a clear judicial governance from the state, providers of education, and especially school principals, can construct educational possibilities using the stories in highlighting human experience. This can enrich individual and personal development for students and at the same time have an impact on classroom discussions. In the long run, we can thereby accomplish a narrative imagination enabling students, and staff, to develop an understanding and respect for the diversity of human experiences. ReferencesAull Davies, C. (2008). Reflexive Ethnography A guide to researching selves and others, Routledge. Bagage från läger 99. (2019). Moa Lichtenstein, P1 documentary, Producer: Martin Jönsson, Swedish radio, P1 18 August.Gillander Gådin, K. & Stein, N. (2019). Do schools normalise sexual harassment? An analysis of a legal case regarding sexual harassment in a Swedish high school. Gender and Education. Vol. 31, nr 7, 920-937.Gyberg et al. (2021). Discrimination and its relation to psychosocial well‐being among diverse youth in Sweden. Child & Adolescent Development. 1–19.Nussbaum, M. C. (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University Press. Nussbaum, M. C. (2010). Not for profit Why democracy needs the humanities. Princeton University Press.Sarri Krantz, A. (2018). Tredje generationens överlevande - en socialantropologisk studie om minne, antisemitism och identitet i spåret av Förintelsen, dissertation.Sarri Krantz, A. (2023). Kulturen i skolan och skolans kultur in (eds.) Johansson, N. & Baltzer, C. Rektors praktik i vetenskaplig belysning: framgångsrikt, hållbart och närvarande ledarskap - är det möjligt? Liber. Schreiber, J. (2015). Brev till min farfar. (ed) Lomfors, I. et al. I skuggan av Förintelsen De överlevandes barn och barnbarn. Judiska museet. 85 – 91. Verständig Axelius, N. (2019). Det var inte jag som skulle dö. Natur och kultur. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sknbergami_2018,
title = {A body of Accents},
author = {Skånberg, Ami},
year = {2018},
journal = {Nordic Journal of Dance},
volume = {1},
number = {9},
pages = {1},
language = {eng},
publisher = {: Dans i Skolen on behalf of Dance Education Nordic Network},
keywords = {embodiment; interdisciplinary critique; kabuki dance; contemporary dance; artistic practices},
abstract = {Dance practice is often hidden inside dance studios, where it is not available for dialogue or interdisciplinary critique. In this paper, I will look closer at one of th eaccents that my body has held since the year 2000.To Swedish dance academies, it is perhaps the mos tforeign accent I have in my dance practice. It has not been implemented as ‘professional dance’ in Western dance studios. This foreign accent is called Nihon Buyō, Japanese dance, also known as Kabuki dance. Nihon Buyō, Nō or Kabuki are local performing arts practices for professional performers in Japan. A few foreignersare familiar with these practices thanks to culturalexchange programmes, such as the yearly Traditiona lTheatre Training at Kyoto Art Centre. There is no religious spell cast over the technique or a contract written that it must be kept secret or that it must not leave the Japanese studio or the Japanese stage. I will compare how dance is being transmitted in the studio in Kyoto with my own vocational dance education of many years ago. Are there similarities to how the female dancer’s body is constructed? Might there be unmarked cultural roots and invisible originators of the movements we are doing today in contemporary dance?},
issn = {1891-6708}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonfredrik_2024,
title = {Affirmative Sabotage in Harriet Jacobs’ Incidents in the Life of a Slave Girl},
author = {Svensson, Fredrik},
year = {2024},
language = {eng},
abstract = { This presentation reads Harriet Jacobs’ 1861 Incidents in the Life of a Slave Girl through the postcolonial theory of Gaytri Spivak, and it argues that by positioning herself as a knowledgeable reader of 19th century American and British culture, religious and otherwise, Jacobs manages to affirmatively sabotage this culture from the inside. More specifically, thanks to her erudition and its rhetorical packaging, Jacobs demonstrates that slavery lacks epistemological support both in the majority religion of the US and in some of the country’s most celebrated and influential literature. The presentation elaborates on this finding by referencing Spivak’s discussion on how an aesthetic education in the 21st century has to at once espouse and challenge Enlightenment ideas. Because even as Enlightenment discourse has been used to oppress the subaltern, a subject existing outside of mainstream power structures, it might still be possible for liberative projects to make demands within the same discourse. If meaning is always predicated on use, to speak with Ludwig Wittgenstein, an alternate use of epistemological tools already in place—as practiced by Jacobs—might affect our understanding of the ethical and political affordances of the Enlightenment. One of many caveats, however, is that, to Spivak, affirmative sabotage may only be accomplished from a position of strength. This leads to the question as to who might acquire such a position. To echo Ngũgĩ wa Thiong'o: who decolonizes, and how?}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_8,
title = {Tolkningar, förhandlingar och fortsatta samtal i det mångkulturella och postkoloniala rummet: En vänbok till Kerstin von Brömssen},
year = {2025},
language = {swe},
publisher = {Högskolan Väst},
abstract = {FörordDet har varit en fröjd och stor glädje att jobba med denna vänbok. Vi visste ju att Kerstin hade ett enormt stort kontaktnät och känner och arbetat med stort antal människor över hela världen, men den respons vi fått när vi kontaktat kollegor med förfrågning om de skulle vilja bidra till denna, har varit överväldigande. Vi insåg snabbt att vi måste göra ett urval eftersom Kerstin har samarbetet med så otroligt många människor och vi ställde därför frågan om medverkan i vänboken till de som Kerstin i olika sammanhang skrivit tillsammans med. Och den långa listan av namn i vänbokens Tabula Gratulatoria vittnar om att det är en stor skara som under olika tider och i olika sammanhang uppskattat Kerstin både som vän och kollega. Kerstin disputerade 2003 med en avhandling med titeln Tolkningar, förhandlingar och tystnader: elevers tal om religion i det mångkulturella och postkoloniala rummet och avhandlingens titel och teman har vi parafraserat och låtit vara utgångspunkten för denna vänbok.Men innan Kerstin disputerade hade hon haft en lång karriär som mellan- och högstadielärare. Hon föddes i ett lantbrukarhem i trakterna kring Finnerödja i Västergötland och när Kerstin berättar om sin uppväxt nämner hon arbete med djuren, odling och jordgubbsplockning men också att hon spelade piano och senare även orgel i den lokala baptistförsamlingen. Musikintresset skulle senare leda till en kantorsexamen i Uppsala, men det blev studierna till mellanstadielärare vid Lärarhögskolan i Göteborg som senare skulle öppna dörrarna till forskning. Som fortbildning för att bli behörig för högstadiet läste Kerstin religionsvetenskap och fick möjlighet att resa till Sri Lanka och fördjupa sig i vanliga människors buddhistiska praktiker. Där var det dock nära att hon på bytte karriär och blev te-importör… Vi är dock glada att hon fortsatte sitt arbete inom lärarutbildningen vid Göteborgs universitet, senare vid Karlstads Universitet och nu senast som professor i utbildningsvetenskap vid Högskolan Väst. Kerstin disputerade inom ramen för projektet ”Den mångkulturella skolan” vid Göteborgs universitet och i avhandlingen återfinns teman som hon har fortsatt att utforska under hela sin forskarkarriär såsom elevers lärande och upplevelser kopplat till skola och utbildning, mångfald, religion, genus och postkolonialism. Egenskaper som gör Kerstin till en bra forskare är att hon är nyfiken, vill lära sig och förstå mer och förhåller sig ständigt lärande, och ger sig in i nya forskningsfält, men också hennes enorma arbetskapacitet.Under somrarnas semestrar i norska fjällvärlden när maken Anders ägnar sig åt fiske och foto plöjer hon högen av nyutgiven litteratur inom religionsvetenskap, pedagogik och religionsdidaktik. Som nämnts ovan har Kerstin ett stort kontaktnät av kollegor och vänner både i Sverige, Norden, Europa men även i Sydostasien och Afrika. Det har blivit många internationella resor både inom ramen för olika forskningsprojekt men även med lärarstudenter till olika platser på jorden där Kerstin har organiserat studiebesök, fältstudier och möten mellan människor från olika sammanhang. Många av dessa lärarstudenter beskriver att de genom dessa resor fått erfarenheter berikat och nyanserat deras förståelse av omvärlden, vilket de har med sig i sin lärargärning. Kerstin har under sitt akademiska arbete haft fokus på forskning och utveckling av vetenskaplig kunskap (vilket många bidrag i den här boken visar), men hon har samtidigt aldrig släppt sitt engagemang för undervisning och lärarutbildning. Det spelar ingen roll om det är första terminens yrkeslärarstudenter, magisterstudenter eller doktorander – alla blir bemötta med samma hängivenhet och kunnighet. Kerstins lärargärning genomsyras av ett förhållningssätt som signalerar att kunskap och förståelse och att problematisera det vi ofta tar för givet, är viktigt oavsett om det handlar om barns förskollärarutbildning eller forskarutbildning. När vi skickade ut förfrågningar om deltagande i denna vänbok lämnade vi frågan om bidragens genre till författarna.Resultatet håller ni er hand och den stora variation av teman, genrer och infallsvinklar vittnar i sig om den bredd Kerstins forskargärning har. Den innehåller 31 intressanta, fascinerande och kreativa texter av väldigt olika karaktär och som är skrivna av personer från olika vetenskapliga sammanhang1. Tillsammans bildar de en mosaik som på olika sätt relaterar till Kerstin som vän, kollega och forskare. Vi vill rikta ett stort tack till alla författare som bidragit till denna vänbok! Det är vår förhoppning och förvissning att Kerstin och många andra kommer att uppskatta bokens mångfacetterade innehåll.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_waagaardviktoria_2024_1,
title = {"Kanske det händer till oss” – ämnesliteracy under ytan: Analys av texter i samhällskunskapsämnet skrivna av elever med utländsk språkbakgrund},
author = {Waagaard, Viktoria},
year = {2024},
language = {swe},
keywords = {subject words; expansions; social science thinking tools; in-depth reasoning; multilingualism; ämnesliteracy; ämnesord; expansioner; samhällsvetenskapliga tankeredskap; fördjupade resonemang; flerspråkighet},
abstract = {I dagens komplexa samhälle är traditionella vägar till undervisning och lärande både utmanande och utmanade. Ett av skolans viktigaste uppdrag är att fostra eleverna till demokratiska medborgare (Svensson m.fl., 2018), i en utbildning med stora krav på elevers språkliga kompetens, såväl som på ”utvecklade” och ”välutvecklade” resonemang (Skolverket, 2022). Studiens syfte är att bidra med kunskap om hur ämnesliteracy och fördjupade resonemang kan komma till uttryck i texter skrivna av elever med utländsk språkbakgrund, trots att elevtexternas språkliga yta uppvisar avvikelser. Syftet operationaliseras i frågeställningarna:Hur kan samhällskunskapens ämnesliteracy komma till uttryck i texter skrivna av elever med utländsk språkbakgrund?På vilka sätt kan ämnesliteracy, bearbetning av ämnesord med expansioner och uttryck för samhällsvetenskapliga tankeredskap, synliggöra fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund?Elever, i synnerhet elever med annan språkbakgrund än majoritetsspråket, behöver explicit stöd i undervisningen (Cummins, 2015; Hajer, 2018). Eftersom elevers literacybakgrund är mycket varierande (Cummins, 2015) får skolan en central roll i stöttningen av literacy och ämnesliteracy, även ur ett flerspråkighetsperspektiv.I studiens analyser undersöks hur samhällskunskapens ämnesord bearbetas med expansioner (af Geijerstam, 2006; Halliday & Matthiessen, 2014), med verktyg från det socialsemiotiska fältet. Även uttryck för samhällsvetenskapliga tankeredskap (Sandahl, 2011, 2015) analyseras, vilket handlar om att möjliggöra för elever att ”tänka samhällskunskap” (Sandahl, 2011, s. 173), samt att utveckla och fördjupa begrepp som eleverna delvis eller redan behärskar (jfr Vygotskij, 2001).De elever som deltog i studien fick i en enkät svara på frågan om vilket språk de talar hemma och vilket språk de tycker att de behärskar bäst. De kategoriserades med utgångspunkt i svaren som elever med annan språkbakgrund än svensk (EAS) eller elever med svensk språkbakgrund (ESS). I studien kartläggs och undersöks hur expansioner genom utveckling, tillägg eller specificering samt hur samhällsvetenskapliga tankeredskap kan komma till uttryck, i fyra texter skrivna av EAS. Uttrycken för tankeredskap kategoriseras i sex olika grupper: orsaker-konsekvenser, belägg-slutsatser, abstraktioner, jämförande-kontrastering, perspektivtagande och den värderande dimensionen (se Sandahl, 2015, s. 56ff).I resultaten framträder expansion-tillägg i relativt hög utsträckning i elevtexterna, en expansionstyp som är den vanligaste i texter skrivna av EAS, medan expansion-specificering är något mindre vanligt förekommande. Expansion-utveckling handlar om omformuleringar, exemplifieringar eller klargöranden och är den minst vanligt förekommande expansionstypen i elevtexterna. I analysen av hur samhällsvetenskapliga tankeredskap kommer till uttryck i elevtexterna dominerar tankeredskapet orsaker-konsekvenser. Den värderande dimensionen är näst vanligast, följt av jämförande-kontrastering. Perspektivtagande förekommer vid några tillfällen. Belägg-slutsatser och abstraktioner förekommer inte i de analyserade elevtexterna. Resonemangen i elevtexterna består ofta av breddande uppräkningar, även om några fördjupade resonemang finns, framför allt i anslutning till kausal-konditionala resonemang.I undervisning saknas ofta tid och tillfällen för att utveckla och fördjupa resonemang, samtidigt som detta efterfrågas i styrdokumenten för högre betyg än godkänt. Bearbetning av ämnesord med expansioner och uttryck för tankeredskap kan i elevtexter leda till fördjupade resonemang. Explicit undervisning om ämnesliteracy, något som alltså kan stötta elevers utvecklade och välutvecklade resonemang, är därför eftersträvansvärt. I dagens komplexa undervisnings- och samhällskontext kan studiens resultat utgöra ett relevant didaktiskt bidrag.Referenser:Cummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.af Geijerstam, Å. (2006). Att skriva i naturorienterande ämnen i skolan. [Doktorsavhandling, Institutionen för lingvistik och filologi, Uppsala universitet]. Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263. Halliday, M.A.K., & Matthiessen, C. (2014). An Introduction to Functional Grammar. (4:e uppl.). Routledge.Sandahl, J. (2011). Att ta sig an världen. Lärare diskuterar innehåll och mål i samhällskunskapsämnet. [Licentiatuppsats, Karlstads Universitet].Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet].Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Svensson, G., Rosén, J., Straszer, B., & Wedin, Å. (2018). Greppa flerspråkigheten: En resurs i lärande och undervisning. Skolverket.Vygotskij, L. S. (2001). Tänkande och språk. Daidalos.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_weissholger_2007,
title = {Begging and almsgiving in Ghana: Muslim positions towards poverty and distress},
author = {Weiss, Holger},
year = {2007},
language = {eng},
publisher = {Nordiska Afrikainstitutet},
keywords = {muslims; islam; economic conditions; marginality; poverty alleviation; social welfare; social security; political islam; ghana},
abstract = {The vast majority of Muslims in Africa generally do not 'objectify' concepts such as poverty and religion in discussion. Poverty is a situation for 'ordinary' poor people in rural or urban poor areas where people seek to make marginal gains in income to avoid ever-threatening destitution and social disintegration. Most of these 'ordinary' poor people, especially poor and illiterate women, do not really believe that things can change. There exists, however, in all Muslim societies and communities in Africa a minority that criticize social and political conditions in society with the stated aim of striving for an Islamic solution to poverty and injustice. The common denominator for this group is that they are urban educated Muslims, having both a traditional educational background and, usually but not always, a modern, secular one, too. For them, the concept of poverty more readily forms part of a religious discourse involving feasible strategies for change. Their basic idea is to highlight the possibilities of generating new forms of financial resources by combining Islamic ethics and norms with a modern development-oriented outlook. Their vision is the usability of obligatory almsgiving in a modern context, namely that, instead of the traditional individual-centred 'person-to-person' charities, zakāt or obligatory almsgiving should be directed to become the source of communal and collective societal improvement. This study focuses on the conditions of poverty and the debate among Muslims in Ghana, a West African country with a substantial but largely economically and politically marginalized Muslim population.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_werneryvonnemaria_2004,
title = {Female Counter-Culture and Catholic Mission: The Sister of Saint Joseph in Denmark and Sweden},
author = {Werner, Yvonne Maria},
year = {2004},
journal = {Nuns and Sisters in the Nordic Countries after the Reformation. A Female Counter-Culture in Modern Society},
language = {eng},
publisher = {: The Swedish Institute of Mission Research},
abstract = {This article is dealing with the work of a Catholic St Joseph Sisters in the Nordic countries, particularly in Denmark and Sweden, from the sisters’ arrival in 1856 to the 1920:ies. These Catholic sisters belonged to a French congregation called La Congregation des Sœurs de Saint-Joseph de Chambéry, which was founded at the beginning of the nineteenth century and whose motherhouse was in Chambéry in Savoy. The Chambéry congregation was the second female religious congregation to be established in the Nordic countries since the Reformation and the most successful. At the beginning of the 20th century, there were around 800 St Joseph Sisters living in communities spread throughout the Nordic countries. The congregation developed a broad range of activities in the fields of health care and school education, which were all part of the Catholic Church’s effort to bring the Nordic people back to the Catholic Church. The majority of the sisters came from Catholic countries, mainly from France and Germany. The work of the St Joseph Sisters, as well as the reactions they encountered, provide an instructive example of the differences and antagonism that existed between “Catholic” and Protestant-influenced “Nordic” values and outlook. In my presentation, I will take into consideration the counter-cultural role of the then Catholicism in modern society. From a Nordic point of view, Catholicism appeared as a counter-culture in a double sense. It not only represented an alternative worldview but also an unfamiliar belief system that many regarded as a threat to their Protestant-influenced national culture. Catholic religious orders were considered as particularly dangerous, not least female ones. They represented an alien form of women’s culture in a society, where the Lutheran doctrine of vocation with its stress on women’s maternal and domestic duties was still an indispensable part of the prevailing social norm system.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_werneryvonnemaria_2002,
title = {Kvinnlig motkultur och katolsk mission: Sankt Josefsystrarna i Danmark och Sverige 1856-1936},
author = {Werner, Yvonne Maria},
year = {2002},
language = {swe},
publisher = {Veritas},
abstract = {Denna bok handlar om de franska S:t josefsystrarna och deras missionsverksamhet i Skandinavien från mitten av 1800-talet och fram till 1950-talet med fokus på deras skol- och sjukvårdsverksamhet samt den specifika kvinnokultur som de representerade.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_werneryvonnemaria_2008,
title = {Wohltätigkeit zum Zwecke der Mission. St. Josephschwestern in Skandinavien 1856-1960},
author = {Werner, Yvonne Maria},
year = {2008},
journal = {Armenfürsorge und Wohltätigkeit. Ländliche Gesellschaften in Europa 1850-1930},
language = {deu},
publisher = {: Peter Lang Publishing Group},
abstract = {My article deals with the work of the St Joseph Sisters in the Nordic countries, particularly in Denmark and Sweden, from the sisters’ arrival in 1856 to the 1920:ies. These Catholic sisters belonged to a French congregation called "La Congregation des Sœurs de Saint-Joseph de Chambéry", which was founded at the beginning of the nineteenth century and whose motherhouse was in Chambéry in Savoy. The Chambéry congregation was the second female religious order to be established in the Nordic countries since the Reformation and the most successful. At the beginning of the 20th century, there were around 800 St Joseph Sisters living in communities spread throughout the Nordic countries. Until the Second Vatican Council, the Catholic Church strongly emphasised its claim to be the only true Church, and as a consequence, all nonCatholic regions were regarded as missionary fields. Hence the Catholic missionary offensive started in the midnineteenth century was also aimed at the Nordic countries where, protected by the liberal religious laws passed in this period, they could build up a network of parishes and missions with schools, hospitals, and other social institutions. The Chambéry congregation developed a broad range of activi-ties in the fields of health care and school education, which were all part of the Catholic Church’s effort to bring the Nordic people back to the Catholic Church. Most of the converts belonged to the lover strata of the population, and the Catholic sister’s, not least the sisters of St. Joseph, played an important role within Scandinavian social services. Current research on welfare systems has shown the importance of the health care and school sectors in establishing the modern welfare state. Through its contribution in the social sector, the state has fostered, indoctrinated, and controlled its population, but also acquired legitimacy and an assurance of loyalty from its citizenry. In the same way, the Catholic Church tried to obtain legitimacy and public support in its missionaryactivities, while simultaneously using its social and charitable work as instruments to carry forward the Catholic faith. Catholic sisters played a central role in this missionary work. They were also carriers of a distinctively female religious culture that contrasted with middleclass liberal feminist movements, as well as with the Lutheran doctrine of vocation with its emphasis on marriage, biological motherhood, and domestic duties.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_yusufmuslimeneborg_2020,
title = {A Sufi for a Secular Age: Reflecting on Muslim Modernity through the Life and Times of Shaykh Fadhlalla Haeri},
author = {Yusuf, Muslim Eneborg},
year = {2020},
language = {eng},
publisher = {Göteborgs universitet},
abstract = {Fadhlalla Haeri (b. 1937) is a contemporary Muslim figure best known for his spiritual commentaries on the Qur’an and his influential role as a ‘post-madhhab’ and ‘post-tariqa’ Sufi teacher. Born and brought up in the pilgrim city of Karbala by its religious elite, Haeri would go on to pursue a secular education in the West and a successful career in the booming Arab oil industry. But Haeri would inevitably withdraw from the business world and return to his roots by directing his efforts towards teaching the Qur’an, resulting in numerous publications and a worldwide network of students, with past and present communities especially established in the United States, Pakistan, England, Denmark, Sweden, Germany and South Africa. The purpose of this thesis is to observe Haeri’s life and works through the larger historical story of secularity as told by philosopher Charles Taylor. As a Sufi sage in a secular age, what Haeri offers us is a mirror, reflecting a period of time in which we are still so immersed that it eludes our ability to understand it in any comprehensive way. By looking at how his life and works both reflect and respond to our current epoch, the intention is to offer a compelling narrative of what can broadly be called Muslim modernity, together with the themes of ‘authority’ and ‘authenticity’ that can be seen to define it.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_andersenrebecka_2022,
title = {I kvinnornas värld: Omsorg och tvång på uppfostringsanstalten Viebäckhemmen 1905–1947},
author = {Andersen, Rebecka},
year = {2022},
language = {swe},
publisher = {Marie Cederschiöld högskola},
keywords = {social history; gender; reformatory; caring power; deaconess; girlhood studies; civil society; människan i välfärdssamhället; social välfärd med inriktning mot civilsamhället; the individual in the welfare society; social welfare and the civil society},
abstract = {At the beginning of the 20th century, a range of new laws concerning children and- youths in Sweden were enacted. An effect of the laws was that 15 to 18-year-oldboys and girls facing prosecution could get their sentences transformed into time spent at a reformatory. However, while the state established public reformatories for boys, girls were sent to Viebäckhemmen, a reformatory that was run by a religious organization; the Swedish Deaconess Institute. Given that the state organized different solutions for boys and girls during this period, the aim of this thesis is in part to analyze how gender impacted social policy. Theories on the private and public are used as a theoretical framework, as well as theories on how gender impacts the social contract and how the social contract impacts gendernotions. By incorporating the history of early social work in the field of civil society research, as well as adding a gender perspective, the thesis discusses how and why the logics within civil society were considered more suitable for the upbringing and re-education of girls. The study draws from a wide range of sources. Government documents and correspondence between the state and the organization provide a timeline for the reformatory, while other archival materials such as internal documents, court records, journals, and letters provide an insight into the daily life at Viebäckhemmen. The first part of the thesis focuses on the relationship and negotiations between state and organization, while the second part focuses on the women that populated the institution, where the concept of“caring power” is used to describe the relationship between girls and deaconesses.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlstedtmagnus_2006,
title = {The Exclusion of ’Immigrants’ in Swedish Politics: The Case of Political Parties},
author = {Dahlstedt, Magnus},
year = {2006},
journal = {},
language = {eng},
keywords = {multiculturalism; exclusion; migrants; political parties; sweden},
abstract = {Official declarations state that Sweden is today a multicultural society. At the same time, ethnic hierarchies have been become increasingly conspicuous in contemporary Sweden. The labour and housing markets, the mass media and politics, the educational and justice systems – all of these arenas are in various ways clearly stratified along ethnic and racial lines (SOU 2005: 56). This alarming situation have recently led to the appointment of a governmental inquiry with the task of illuminating in more detail the nature of structural discrimination on ethnic and religious grounds in Swedish society (Dir. 2004: 54). One of the reports of the Inquiry (Dahlstedt & Hertzberg, 2005) specifically discusses the relationship between the multi-ethnic composition of the Swedish population and the distribution of power and the exercise of political influence. Here, I intend to present some conclusions from my own research on the inclusion of “immigrants” in Swedish political parties (Dahlstedt, 2005) and relate these to some of the main arguments presented in the report. One of the main conclusions drawn is that all citizens that participate in public life are faced with a series of routines, conventions and more or less taken-for-granted ideas categorising citizens according to their perceived closeness to a Swedish “normality”. Democracy thus not only constitute a formalised system of impartial procedures and conventions, routines and norms, regulating decision-making and the formulation of opinion in a way that guarantees freedom and equality to all participants on various domains of public life. Participation on different public arenas rather reflects more or less openly excluding practices, long well documented in for example the housing and labour markets. In the report, corresponding practices are also illuminated in the domain of Swedish politics, for instance in field of local politics and within leading social movements, such as the labour union and adult education movement.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dejmanmasoumeh_2008,
title = {Explanatory model of help-seeking and coping mechanisms among depressed women in three ethnic groups of Fars, Kurdish, and Turkish in Iran.},
author = {Dejman, Masoumeh and Ekblad, Solvig and Forouzan, Ameneh-Setareh and Baradaran-Eftekhari, Monir and Malekafzali, Hossein},
year = {2008},
journal = {Arch Iran Med},
volume = {4},
number = {11},
pages = {397--406},
language = {eng},
keywords = {coping; ethic group; help-seeking; nonpsychotic major depression; medicine},
abstract = {Explanatory model of help-seeking and coping mechanisms among depressed women in three ethnic groups of Fars, Kurdish, and Turkish in Iran.Dejman M, Ekblad S, Forouzan AS, Baradaran-Eftekhari M, Malekafzali H.Department of Psychiatry, Welfare and Rehabilitation University, Tehran, Iran. dejmanms@hbi.ir.BACKGROUND: As one of the most prevalent diseases globally and as an important cause of disability, depressive disorders are responsible for as many as one in every five visits to primary care doctors. Cultural variations in clinical presentation, sometimes make it difficult to recognize the disorder resulting in patients not being diagnosed and not receiving appropriate treatment. To address this issue, we conducted a qualitative pilot study on three ethnic groups including Fars, Kurdish, and Turkish in Iran to test the use of qualitative methods in exploring the explanatory models of help-seeking and coping with depression (without psychotic feature) among Iranian women. METHODS: A qualitative study design was used based on an explanatory model of illness framework. Individual interviews were conducted with key informant (n=6), and depressed female patients (n=6). A hypothetical case vignette was also used in focus group discussions and individual interviews with lay people (three focus groups including 25 participants and six individual interviews; n=31). RESULTS: There were a few differences regarding help-seeking and coping mechanisms among the three ethnic groups studied. The most striking differences were in the area of treatment. Non-psychotic depressive disorder in all ethnicities was related to an external stressor, and symptoms of illness were viewed as a response to an event in the social world. Coping mechanisms involved two strategies: (1) solving problems by seeking social support from family and neighbors, religious practice, and engaging in pleasurable activities, and (2) seeking medical support from psychologists and family counselors. The Fars group was far more likely to recommend professional treatment and visiting psychiatrists whereas the other two ethnic groups (i.e., Turks and Kurds) preferred to consult family counselors, psychologists or other alternative care providers, and traditional healers. CONCLUSION: The study has educational and clinical implications. Cultural reframing of the patient's and family's perceptions about mental illness and depression may require community education. Family counseling, family therapy, and also religious practices can be used to empower the patient.},
issn = {1029-2977}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_ericssonstina_2012,
title = {Normkritisk pedagogik i språkklassrummet},
author = {Ericsson, Stina},
year = {2012},
journal = {Språk i undervisning, (ASLA)},
language = {swe},
keywords = {svenska språket med didaktisk inriktning; swedish didactics},
abstract = {Enligt läroplanerna för gymnasieskolan och för grundskolan, förskoleklassen och fritidshemmet ska skolan ”aktivt motverka” diskriminering och kränkande behandling på grund av bl.a. ”kön, etniskt tillhörighet, religion eller annan trosuppfattning, könsöverskridande identitet eller uttryck, sexuell läggning, ålder eller funktionsnedsättning” (SKOLFS 2011:144 s. 5 och SKOLFS 2010:37 s. 7). Normkritisk pedagogik har de senaste åren vuxit fram som ett sätt att arbeta med normer för exempelvis kön, sexualitet, funktionsförmåga och etnicitet i olika undervisningssammanhang (Bromseth & Darj 2010). Till skillnad mot toleranspedagogik, som innebär att öka toleransen för ”den andre”, fokuserar normkritisk pedagogik på själva normen. Det är då normen och dess konsekvenser, både för den som bryter mot normen och den som följer den, som fokuseras och problematiseras, snarare än det som avviker. Språkbruk är en grundläggande arena både för upprätthållande och ifrågasättande av normer (t.ex. Kitzinger 2005). I detta föredrag diskuteras möjligheter och utmaningar för normkritisk pedagogik i språkklassrummet, bland annat utifrån arbete med normkritiska övningar i lärarutbildningen i svenska språket. Övningarna hämtades från Forum för levande historia & RFSL Ungdom (2011), och rör vilka privilegier som kommer av att följa någon viss norm, som heteronormen (”alla är heterosexuella”) eller cis-normen (”alla har ett biologiskt kön, ett juridiskt kön och en könsidentitet som stämmer överens”). Genomförandet av övningarna var inte oproblematiskt, vare sig för lärare eller studenter, och här diskuteras möjligheter och utmaningar för hur man praktiskt kan arbeta med normkritisk pedagogik i språklärarutbildningen, och i förlängningen i språkklassrummet på högstadium och gymnasium.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_friskliselotte_2014,
title = {Waldorfpedagogiken – religion eller inte?},
author = {Frisk, Liselotte},
year = {2014},
journal = {DIN},
volume = {1},
pages = {48--68},
language = {swe},
keywords = {anthroposophy; waldorf education; religion; hybrid; ideological disembeddedness; intercultural studies; interkulturella studier},
abstract = {Waldorfpedagogiken har utvecklats från antroposofin och används idag i skolor över hela världen. Antroposofin uppfyller flera av de viktigaste kriterierna i de vanligaste definitionerna av religion. Â I denna artikel behandlas frågan om huruvida waldorfpedagogiken ska uppfattas som religiös eller inte. Mitt material består av skriftliga och elektroniska källor av olika slag, intervjuer samt observationer på en waldorfskola. Frågan kommer att diskuteras utifrån tre aspekter: ideologisk frikoppling, lärarens roll samt potentiellt religiösa inslag relaterade till morgonspråket och religionsundervisning. Jag föreslår att waldorfpedagogiken ska ses som en hybrid i den terminologi som Siv-Ellen Kraft använder. En hybrid är en företeelse där en förÂståelse med religiösa inslag utgör en av flera möjligheter (Kraft 2011: 78). Trots tillämpandet av detta perspektiv kvarstår dock andra problematiska områden gällande relationen mellan waldorfpedagogik och religion.},
issn = {1501-9934}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_helferwajngotmarion_2000,
title = {The birthright and the blessing: narrative as exegesis in three of Thackeray's later novels},
author = {Helfer Wajngot, Marion},
year = {2000},
language = {eng},
publisher = {Almqvist & Wiksell International},
keywords = {english language; engelska språket; english; engelska},
abstract = {This dissertation argues that the many narrative repetitions and allusions in Thackeray's fiction can be read as comments on and interpretations of each other and of biblical texts. Especially Henry Esmond, The Virginians, and Philip make use of reiterative strategies that have a close affinity with both midrash, classical Jewish narrative exegesis, and Christian typology. These two hermeneutical systems are used as models for a reading that takes the religious education in Victorian England into consideration. The study of significant similarities and differences between the fictional narratives and the Bible stories they rewrite shows that these novels are polysemous in that, like midrashic exegesis, they allow authority to multiple interpretations. However, in these novels the concept of caritas functions as a hermeneutical constraint, in the sense that, like typological interpretations of the Bible, the fictional narratives point towards the overarching value of neighbourly love.The novels are seen as presupposing an ethical response from readers in a time and context where literature was naturally considered as a guide to moral conduct. The Genesis narrative of Jacob's appropriation of the birthright and the blessing of the firstborn, in Christian tradition a type for the appropriation of the Jewish spiritual heritage by the Church, generates two opposed paradigms within the novels. Codified moral injunctions and literal applications of the biblical text are set against an attitude marked by the spirit of caritas, in what is interpreted as an application of the dictum "the letter killeth but the spirit giveth life." In addition, biblical narratives like that of the sacrifice of Isaac, and parables such as that of the Prodigal Son and the Good Samaritan, generate commentary on as diverse topics as the rights to political power, parent-child relations, incompatible obligations, forgiveness and moral indignation. Furthermore, inserted non-narrative genres are combined with narratorial intrusion to form a meta-fictional commentary on the paradoxical relations between narrative and truth.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_holtorfcornelius_2012,
title = {The Colours of the Past},
author = {Holtorf, Cornelius},
year = {2012},
journal = {From Archaeology to Archaeologies},
pages = {102--105},
language = {eng},
publisher = {Oxford : Archaeopress},
abstract = {The idea for this volume emerged from critical self-reflection about diverse archaeological practices in a session presented at the 13th European Association of Archaeologists Annual Meeting (Zadar, Croatia, 2007), in particular the conflicting relationship between the ‘mainstream’ and the ‘alternative’. The field of so-called ‘fringe’ or ‘alternative’ archaeology is vast and multifaceted, ranging from pseudoarchaeology, ‘bad’ archaeology practices, conspiracy theories and claims about lost civilizations to extraterrestrial cultures, (neo)shamanism, religious and/or nationalist demands. All these agendas have in common the fact that, through their differentiated readings and appropriations of the past, they create solidarities amongst their supporters. Contents: From archaeology to archaeologies: themes, challenges and borders of the ‘other’ past (Anna Simandiraki-Grimshaw, Eleni Stefanou); 2) An insider‘s view of an alternative archaeology (Michael Cremo); 3) Performance, participation and pyramids: addressing meaning and method behind alternative archaeology in Visoko, Bosnia (Tera Pruitt); 4) Marginal and mainstream. Religion, politics and identity in the contemporary us, as seen through the lens of the Kennewick Man / The Ancient One (Liv Nilsson Stutz); 5) A clash of ideologies: Zimbabwean archaeology at the fringe (Paul Hubbard, Robert S. Burrett); 6) Academic constructs about the past and early education as (dis)entangled components of identity formation processes (Anna Zalewska); 7) Archaeology as allegory: the representations of archaeology in children’s literature in Brazil (Marcia Bezerra); 8) A look in the mirror and the perspective of others on the portrayal of archaeology in the mass media (Diane Scherlzler); 9) ‘Looting’ unveiled, archaeology revealed: case studies from western Greece (Ioanna Antoniadou); 10) Visual collision? prehistoric rock art and graffiti in an Armenian landscape (Fay Stevens); 11) The colours of the past (Cornelius Holtorf).}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hgvictoria_2013,
title = {Review of Adrian Velicu, Civic Catechisms and Reason in the French Revolution},
author = {Höög, Victoria},
year = {2013},
journal = {Sjuttonhundratal: Nordic Journal for Eighteenth-Century Studies},
language = {eng},
publisher = {: Swedish Society for Eighteenth-Century Studies},
abstract = {Katekeser är en genre som vanligtvis förknippas med lutheransk religionsundervisning, och inte revolutioner. Dess form, att ställa en antal givna frågor och ge ett definitivt svar för varje fråga synes lämna föga utrymme för självständigt och kritiskt tänkande. Frågandet som teknik är en retorik; syftet är att styra läsarens tänkande i avsedd riktning. Inpräntande av normer, inte radikala reflektioner är katekesens specialitet. Att katekesen form användes såväl av Les philosophes som av Robespierre kan förvåna i det förra fallet, men mindre i det senare, Robespierre ville ju skapa absolut lojala troende revolutionsanhängare. I en monografi byggd på tidigare outnyttjat empiriskt franskt 1700-tals material visar Adrian Velicu, idehistoriker vid Karlstad universitet, att katekeser hade en betydligt vidare användning. Under upplysningen och särskilt under franska revolutionen användes katekesen som medel av revolutionärerna för att skapa en ny medborgare med nya värderingar.},
issn = {1652-4772}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_juntunenmirja_2004,
title = {The Town Plan of Jaipur: Its Sources and Narrations},
author = {Juntunen, Mirja},
year = {2004},
language = {eng},
publisher = {Institutionen för orientaliska språk},
keywords = {india; town plan; jaipur; indology; indologi},
abstract = {Jaipur’s town plan has been the subject of a multitude of suggestions regarding its origin. Jaipur was founded by Jaisingh II in 1727, and has since then been the capital of the State of Rajasthan, India. The city, which remains almost intact in respect of its foundation scheme, is laid out according to a plan with straight streets of varying breadths, residential blocks for different occupational groups, a palace complex and an astronomical observatory in the middle of the city. Such wellplanned cities are rarely found in northern India. In contrast to the absence of excavated planned cities, there are a number of treatises dealing with town planning, which provide detailed instructions for siting and arranging cities. Therefore many have sought the origin of the ground plan of Jaipur among the plans described in Hindu technical literature on architecture and town-planning. Jaisingh also had intensive contacts with Europeans, especially during the years preceeding the foundation of the city. As a result some have taken European town plans as their starting-point in their attempt to find sources of influence. In addition, Jaisingh’s deep interest in astronomy seems to have played a central role in the design of the city.The present study discusses specific features of the traditions of rulership and education in the Amber House. These traditions included elements of the religious and philosophical sphere of Hinduism, as well as more recent traditions of the Kachvåhå rulers, who had adopted a great deal from the Mughals. After a description of the process of the layout, the town plans that have been proposed as models for Jaipur are presented and discussed in the light of the circumstances under which various beliefs about the model for Jaipur have emerged.The arrangement of the urban space and the actions of Jaisingh are analysed in an interpretive chapter. Two principle objects of examination in this chapter are the concepts of religion and political power as they are connected with the kingship. Approaching the kingship from the religious perspective, the king is deified. Approaching the kingship from the perspective of political power, the king is proclaimed universal emperor. The town plan of Jaipur is analysed as an expression of these two approaches.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_kayaayhan_2011,
title = {From welfarism to prudentialism: euro-turks and the power of the weak},
author = {Kaya, Ayhan},
year = {2011},
language = {eng},
publisher = {Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM)},
keywords = {neoliberalism; prudentialism; welfarism; migration; euro-turks; community; honour; purity},
abstract = {This paper aims to shed light upon the dynamics of community construction by migrants of Turkish origin, or what I call Euro-Turks, and their descendants residing in European countries such as Germany, France, Belgium and the Netherlands.1 A retrospective analysis of the dynamics of community construction among the Euro-Turks reveals that they have always been engaged in producing and reproducing communities deriving from various needs. The construction of communities is sometimes a response to social-economic deprivation, sometimes to the form of affiliation with the homeland, and sometimes to the transition of the welfare state into post-social prudentialist state. This paper claims that Euro-Turks have become more occupied with the construction and articulation of ethno-cultural and religious communities in the last two decades due to the ascendancy of culturalist and civilizationist discourse along with neo-liberal forms of governmentality (Foucault, 1979) essentializing ethnic, cultural and religious boundaries, and generating an Islamophobic, migrantphobic and xenophobic climate in the west. As Wendy Brown (2010: 33) rightly stated the civilizationist discourse brought two disparate images together in order to produce a single figure of danger justifying exclusion and closure: “the hungry masses” and “cultural-religious aggression toward Western values.” The growing stream of citizenship tests, attitude tests, zero-tolerance policy towards unqualified migrants, and negative public opinion vis-a-vis migrants, in general, results in that the European countries are recently inclined to be more assimilationist vis-a-vis Muslim origin migrant populations, who are perceived to be hostile toward Western values. Social, political and economic changes at global level have brought about the revitalization of an Islamophobic discourse in a way that leads to the redefinition of community boundaries through nationalist and religious lines. “I fear that we are approaching a situation resembling the tragic fate of Christianity in northern Africa in Islam’s early days”, these are the words of a German Lutheran Bishop uttered in 2006 (Carle, 2006). Migrants of Muslim origin are increasingly represented by the advocates of the ‘clash of civilizations’ thesis as members of a “precarious transnational society” in which people only want to ‘stone women’, ‘cut throats’, ‘be suicide bombers’, ‘beat their wives’ and ‘commit honour crimes’. These prejudiced perceptions about Islam and Muslim migrants have been reinforced by the impact of previous events ranging from the Iranian Revolution to the Cartoon Crisis in Denmark in 2006, or from the Arab – Israel war in 1973 to the notorious book by German economist Thilo Sarrazin (2010), who was likely to explain the integration problems of migrants of Muslim origin through genetic factors. This working paper argues that Muslim origin migrants in general, and Euro-Turks in particular, tactically become more engaged in constructing communities to protect themselves against the evils of the contemporary world as well as to pursue an alternative form of politics for the purpose of raising their claims in public. It will also be claimed that what distinguishes the ways in which communities are being reproduced by migrant-origin individuals since the early 1990s is that the reconfiguration of welfare policies by the neo-liberal states is no longer directed towards ‘society’, but towards ‘communities’. In other words, while migrants used to construct their own communities to protect themselves against the detrimental effects of the outside world such as 5 capitalism, racism, exclusion, poverty and xenophobia, the construction of those communities is now being encouraged by the neo-liberal states within the framework of a prudentialist form of governmentality. Hence, the work will discuss the main parameters of the politics of honour and search for purity posed by various Muslim origin migrants and their descendants to tackle with the structural constraints of exclusion, poverty and Islamophobia. However, it will also be argued there are Euro-Turks with appropriate education and qualification, who attempt to abandon their communities in order to mobilize themselves upward.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonesbjrn_2019,
title = {Utbildningshistoria: En introduktion},
author = {Larsson, Esbjörn and Westberg, Johannes},
year = {2019},
language = {swe},
publisher = {Studentlitteratur AB},
keywords = {utbildningshistoria; education},
abstract = {Utbildningshistoria – en introduktion ger en lättillgänglig presentation av och fördjupande resonemang kring det svenska utbildningssystemets historia.I boken ges närmare beskrivningar av olika utbildningsreformer som inkluderar förskolan, grundskolan, folkbildning och universitet samt introduktioner till skolämnens historia, däribland svenska, historia och samhällskunskap. Därutöver anlägger författarna, flertalet ledande specialister inom de ämnen de skriver om, övergripande och tvärgående perspektiv på utbildningshistorien. Det handlar om frågor som rör utbildningens ekonomiska historia, lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning. Den tredje upplagan är uppdaterad,innehåller nya beskrivningar av 2010-talets förändrade utbildningsväsende, och har dessutom ett nytt kapitel som behandlar religionskunskapens historia.Till boken hör en webbplats där bland annat kapitelsammanfattningar i form av bildspel, övningsuppgifter och tester bidrar till lärandet.Boken vänder sig till blivande lärare samt studenter i exempelvis historia och pedagogik som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2015,
title = {Förord: Religiös förändring - kristenheten i Sverige efter millennieskiftet},
author = {Liljefors Persson, Bodil and Tidman, Nils-Åke},
year = {2015},
journal = {Religiös förändring},
pages = {7--8},
language = {swe},
publisher = {: Föreningen Lärare i religionskunskap (FLR)},
keywords = {religiös förändring; kristendom; sverige; ungdomar; tro; livsåskådning; samfund; jesuiter; pentekostalism; paulusforskning; sten rodhe},
abstract = {I detta förord presenteras temat för boken med motiveringen att de skett stora förändringar i det svenska religiösa landskapet och att det finns ett behov av att få en översikt över dessa förändringar särskilt avseende de kristna samfunden. I bokens nio kapitel kan läsaren få en inblick i sväll frågor om ungdomars tro och livsåskådningar, om hur de kristna samfunden har utvecklats över de senaste tjugo åren i Sverige, med exempel från bland annat equmeniakyrkan och pentekostalismen i svensk och internationell kontext. Den senaste Paulusforskningen uppmärksammas i ett kapitel där Paulus judiska bakgrund betonas och slutligen återfinns två kapitel skrivna till minnet av Sten Rodhe där hans stora betydelse för det svenska religionskunskapsämnets utveckling lyfts fram i både svensk och internationell belysning.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2022,
title = {Who´s Christianity? Influences of majority culture in Swedish teaching books},
author = {Liljestrand, Johan and Carlsson, David and Jonsson, Linda and Thalén, Peder},
year = {2022},
language = {eng},
abstract = {Christianity comprises an umbrella of communities with different orientation and heritage. This plurality entails a challenge for the RE-teacher, located in a classroom (often) including students with different orientations of Christianity (and non-Christian religions/worldviews). Christian plurality in West-European countries is, due to ensuing immigration from countries in- and outside Europe, such as Latin-America and the Middle East, further impacting on the composition of several school classes. Simultaneously Christianity represents an essential component of majority culture, in Sweden and several other European countries. As majority conceptions may impact on RE teaching content (Berglund 2020) this condition could imply a challenge for social cohesion including both majority and minority orientations of Christianity. Swedish RE-curriculum states that RE should support co-existence and cohesion in the plural society. However, we need to approach such an ambition critically regarding its curricular conditions. In this contribution we examine how Christianity is represented in national RE teaching books for Swedish upper secondary school. We have found a general tendency to favorize a modern liberal Christianity in favor of other non-majority (in different respects) conservative Christian orientations. The purpose of our contribution is to examine how liberal Christianity is shaped in teaching books for the Swedish upper secondary school. The selection of books is based on the actual use by RE-teachers in two Swedish regions. Eight books by different authors comprises material for our study. Based in the disciplines of educational research and religious studies, a practical-text-approach (Hellspong & Ledin 1997) is applied, discerning three levels of implicit meaning and their internal relationships: the overall composition, the intertextual links and semantic content. Our preliminary results show a tendency to favorize a modernized liberal Christianity, often through recurrent linguistic means. We will discuss the implications of our results in relation to the significance of religions and worldviews in education for social cohesion. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattssonjaneric_2017,
title = {To communicate the theory of evolution to all from babies to adults},
author = {Mattsson, Jan-Eric and Lönn, Mikael and Mutvei, Ann},
year = {2017},
journal = {Conexão Ciencia},
volume = {2},
number = {12},
pages = {408--415},
language = {eng},
publisher = {: Formiga/MG, open access},
keywords = {evolution; teaching; theory of evolution; teacher training; concepts; assessment; other research area; annat forskningsområde},
abstract = {Teaching evolution is a tricky business. Less teaching seems to give better understanding of the theory. Evolutionary processes are dialectic relations between many actors, individuals, groups, abiotic and biotic factors etc., different from mechanistic descriptions of relations between singular objects in other scientific theories. This difference, in combination with religious beliefs confuses efforts to get understanding and acceptance of the theory of evolution. With the new curriculum for Swedish compulsory school, science education has to be linked to students’ own experiences in order to promote critical thinking and skills useable in daily life. Further, biology in science teaching during the first school years is focused on general observations and fundamental concepts, not on scientific methods and evolutionary processes. Thus, students often experience biology as a subject filled with facts about simple relations and teleological explanations, making the theory of evolution superfluous. The objectives here were to design teaching in evolutionary theory adapted to the professional needs of students and to assess the learning outcome. Three different courses in evolutionary theory were included. Two pre-service teacher training programs, for nursery school and for year 4–6 in the compulsory school, and one for students in environmental studies were included. Assessments of learning outcome were made by analyses of texts written by the students. The quality of the science knowledge content and the personal and professional development were assessed by using the 4 R’s of Doll. Associations between concepts and understanding were evaluated using clustering and ordination statistical techniques. The learning outcome was good showing visible progressions in the understanding. Thus, it is important to assess the understanding of concepts rather than estimating their frequency in students texts.},
issn = {1980-7058}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_mcewenhaley_2023,
title = {The International Anti-Gender Movement: Understanding the Rise of Anti-Gender Discourses in the Context of Development, Human Rights and Social Protection},
author = {McEwen, Haley},
year = {2023},
language = {eng},
publisher = {The United Nations Research Institute for Social Development (UNRISD)},
keywords = {anti-gender; development; united nations; social protection; pro-family},
abstract = {In this working paper, we interrogate the ways anti-gender, or “pro-family”, actors and organizations are using the frameworks and language of “development” to advance arguments and policies that restrict the rights of LGBTIQ+ people and seek to limit how we understand sexual and reproductive health and rights. Support and funding for extensive and growing anti-gender movements is a transnational endeavour, with movements of both people and finance within and between the global North and global South. While organizations and activists who oppose abortion, LGBTIQ+ rights, and comprehensive sexuality education have long cited moral and religious justifications for their intolerance, these so-called “pro-family” actors are increasingly deploying economic and social arguments that enable them to frame their views as essential to the realization of broader development goals. These movements convene at the global level, including through UN institutions, and in so doing, anti-gender groups have devised strategies for centring the “family” as a key site of contestation in ways that invoke notions of rights and sustainability at national, regional and international policy levels. We also explore the increasing professionalization that underpins anti-gender advocacy. There is a growing network of self-styled think tanks funded by anti-gender movements that use mainstream knowledge validation tools, including peer-review articles, policy briefs and webinars, to disseminate anti-gender messages in a range of global development spaces, including the UN system. These efforts are shrouded in the twin cloaks of “neutrality” and “rigour” , rendering anti-gender messaging harder to refute.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonhenrik_2016,
title = {Educational Leadership in Independent Muslim Schools:: A Methodological Proposal},
author = {Nilsson, Henrik},
year = {2016},
journal = {Presented at: ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, 22-26 August, 2016},
language = {eng},
keywords = {muslim school; incorporation; cultural sociology; leadership; social performance; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Educational Leadership in Independent Muslim Schools: A Methodological ProposalAuthor(s):Henrik Nilsson (presenting) Conference:ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers Network:26. Educational Leadership Format:01. Continuing Professional Development: Learning for Individuals, Leaders, and OrganisationsSession Information26 SES 04 C, Perspectives on Leadership in Denmark, Australia and Swedish Muslim Schools Paper SessionTime:2016-08-24 09:00-10:30Room:OB-H1.12 Chair:David GurrContribution Educational Leadership in Independent Muslim Schools: A Methodological ProposalThe phenomena of Muslim independent schools in Sweden is mainly discussed as an issue of social and cultural integration. This discourse have to been understood in the light of the transformation of Swedish school system has underwent. Meanings about the necessary of keeping religious influence and secularised education apart (Englund, 1996) are still strong. The state and municipals is looked up as warrants of this divide. At the same time 6 % of 134 000 pupils in independent schools attend confessionals schools in Sweden. The number of Islamic profiled school are increasing as the immigration from countries where the larger part of the population affirm themselves as Muslims. The Central Bureau of Statistics (2014) in Sweden predict that 20 % of the Swedish population either are immigrants or the children of immigrants in year 2020. A larger part of those immigrants will probably be Muslims with a wish to maintain their faith identity and recognized as Muslims (Thobani, 2011). To understand the context of leadership you need to have knowledge about the discourses about Islam and Muslims.The aim of this paper is to discuss methodology to do research on educational leadership in Muslim schools. An empirical touchdown from my dissertation (Nilsson, 2015) will serve as a back-drop to do this.The academic discourse about the outcomes of Muslim profiled schools education is divided (Nilsson, 2015). Either are Muslim Schools comprehended to maintain self-assurance and cultural recognition (Gerle, 1997) or as means of segregating children with different backgrounds from each other (Englund, 2010) and/or to reproduce patriarchy circumscribing democracy (Ali, 2009). The representation of Muslims and Muslim school in mass media and the civil sphere often held thelater opinion to be true (Shadid & Koningsveld, 2002). Especially when it comes to the establishment of a new school, prejudice are common among the members of the majority. An increasing Islamophobia in Europe is emerging and parents therefore chose Muslim profiled schools because they think they are safe. However Shah (Shah, 2015, p 140) argues that the interest in Islamic schools is reflecting a desire to make education not just a mean for developing and strengthening their faith identity but also as a vehicle for social mobility".According to Durkheim, education is about transmitting knowledge and values to the next generation (Durkheim, 1956) and this process can in a social perspective bring about reproduction of social position (Bourdieu & Passeron, 1990) but also producing cultural meanings and crossing boarders of culture (Giroux, 2005). But how does cultural boarder crossing happens? My suggestion is to look up on educational leadership as a possible cultural boarder crossing. I understand the boarder crossing as a social performance which aims to re-fuse already de-fused meanings (Alexander, 2006). A social performance can be successful if it re-fuses meaning and change the audiences’' landscapes of meaning (Reed, 2011) and change the way of social life in the direction that the actor intend. This direction has in a normative perspective not be wanted. That's why, from a sociological point of view, I suggest that the social performance also is a question about content in aspects about whose cultural meanings getting re-fused or remains de-fused. The different content of the de-fusion/re- fusion is therefore understood as different modes of incorporation: assimilation, hyphenation and multicultural incorporation (Alexander, 2006). Integration in this perspective is about on-going internal social and cultural processes.MethodUnder scrutinity is social performance and incorporation; ways of managing the future lives of the children. When performed, the curriculum consist of particular values, attitudes and dispositions. The curriculum taught "shapes perceptions of ethnic identity...struggles over ethnicity and curriculum" (Sleeter, 2015, p 231). The action of educational leaders are “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246) i.e. cultural meanings. The practises are tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The educational leader breaks off certain aspects of other practices to motivate and legitimize pedagogies and therefore also construct different discourses of pathways to incorporation. From a sociological point of view the educational outcomes describes modes of incorporaton: i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001). In an assimilative mode of incorporation the particular identity is expected to be hidden in public places. It is not appreciated e.g. if you talk your native language during breaks or wear the hijab in school. This mode of incorporetation reminds of what McLaren (1994, p 49) defines conservative (or corporate) multiculturalism. The goal is to assimilate everyone into the culture of the majority and the coregroup. A prinicipal that perform an assimilative educational leadership tries to persuade and get his audience to embrace standards of achievment that assimalte students of minorities "into skills, concepts, language, and values of the dominant society" (Sleeter, 2015). How and if it happens depends on the success or failure of the performance in a local context. In the hyphenated mode different identities are highlighted when it suits and benefits the majority (Banks, 1999).The third mode of incorporation is understood as multicultural. In this mode the particular identities and the majoritys' is seen as equal good, righteous, democratic and so are the institutions they represent (Alexander, 2006). According to (Banks, 1999, p 31) the mode is a "transformative approach, which changes ‘the canon, paradigms, and basic assumptions of the curriculum and enables students to view concepts, issues, themes, and problems from different perspectives and points of view".Expected OutcomesI expect that the theory of social performance and incorporation can add important perspective on leadership, it means social performance and it's ends incorporation. Traditionally, educational leadership in multicultural school is understood as reproducing structures: symbolic, cultural and economic capital which constitute an assimilative mode of incorporation. In control of material elements such as structures and institutions e. g. means of symbolic productions: television and mass media, the chances for a successful assimilation of course increases. But it's not sufficient to re-fuse meanings with those performative elements. Even if you own and/or access means of symbolic production the others elements of the social performance e. g. authenticity of actor, the actual performance on the scene and the script has to be interpreted as true, real and natural. If the actor fails in these regards so does the re-fusion of meanings and it doesn't matter how much material recourses you use. The initial re-analyse of the ethnographic observation indicates that in the particular case the principal have to balance between different modes of incorporation. That's because different social groups have different normative hopes and beliefs about education, both within school and with external stakeholders, such as worried neighbours in connection with the establishment of the school. The principal explain how Islam, and the way Muslims use Islam, and be interpreted. Sometimes he criticises Islam and it's practising representatives, but above all he tries to reshape the characteristics society attributes to Muslim and Islam. The principal dedicates himself to talk about problems and solutions in a way that he identifies as Swedish. In this and other ways he attributes the Swedish society positive values at the same time as he weaves together the picture of himself and his work with a dominant narrative about the Swedish pragmatic society.ReferencesAlexander, J. (2006). The civil sphere. New York: Oxford University Press. Ali, A. H. (2009). Därför måste demokratin försvara sig mot islamismen. Banks, J. A. (1999). An Introduction to Multicultural Education: MA: Allyn and Bacon. Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2. ed.). London: Sage. Durkheim, É. (1956). Education and sociology. New York: Free Press. Englund, T. (1996). Utbildningspolitiskt systemskifte? Stockholm: HLS. Englund, T. (2010). The general school system as a universal or a particular institution and its role in the formation of social capital. Scandinavian Journal of Educational Research, 1(53), 17 - 33. Gerle, E. (1997). Muslimska friskolor i Sverige. Pedagogisk Forskning i Sverige, 2 (3), 182-204. Giroux, H. A. (2005). Border crossings : cultural workers and the politics of education (2. ed.). New York: Routledge. Gustafsson, K. (2004). Muslimsk skola, svenska villkor: konflikt, identitet & förhandling. Umeå: Boréa. McLaren, P. (1994). ‘White terror and oppositional agency: towards a critical multiculturalism’. In D. T. Goldberg (Ed.), Multiculturalism: A Critical Reader. (pp. 45–74.). Cambridge: MA: Blackwell. Nilsson, H. (2015). Kultur och utbildning – en tolkning av två grundskolors mångkulturella kontexter. Växjö. Reed, I. A. (2011)}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_rhoadselizabeth_2025,
title = {Impacts of Conflict and Displacement on Myanmar Citizenship Pre and Post-2021},
author = {Rhoads, Elizabeth},
year = {2025},
language = {eng},
publisher = {Mosaic Myanmar},
abstract = {This research and policy brief focuses on conflict and displacement as key factors contributing to statelessness and barriers to acquiring and holding Myanmar citizenship. The brief is designed as a working document for discussing important issues relevant for local governance during the revolution and national and state-level governance in the future. To aid in these conversations and policy developments, it focuses on the historical and contemporary citizenship regimes of Myanmar to explore the relationship between long-running internal and international armed conflict, widescale and/or targeted displacement, racial, ethnic, gender, and religious discrimination, and citizenship acquisition and issuance of civil documentation. Identifying these issues as intersecting, highlighting citizenship as a cross-cutting issue with consequences for sectors from protection to health, gender, food security, education, conflict, and more is an important step in rethinking how citizenship issues are understood and approached both today and in a future Myanmar. Until now, scholars and practitioners working on conflict and those working on citizenship rarely engaged each other outside of the Rakhine context, yet, as this research brief shows, the ‘citizenship issue’ and Myanmar’s long-running armed conflicts are closely intertwined. Myanmar’s current citizenship legislation, the 1982 Citizenship Act, is widely acknowledged as not only discriminatory, but leading to statelessness for a wide variety of Myanmar’s peoples. While the most well-known group impacted by the 1982 Citizenship Act are the Rohingya, the Act also impacts a wide range of other vulnerable groups: orphans, women, children, refugees and displaced persons, people living in conflict zones, Hindus, ethnic Chinese, Muslims, and others not recognized as taingyintha, as well as many taingyintha who cannot prove their parentage or their residence due to the intergenerational impacts of conflict and displacement. The brief provides a brief history of the relationship between conflict and citizenship and its contemporary impacts before providing policy recommendations for how citizenship gaps and challenges caused by conflict can be addressed.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rydbergandreas_2017,
title = {Inner Experience: An Analysis of Scientific Experience in Early Modern Germany},
author = {Rydberg, Andreas},
year = {2017},
language = {eng},
publisher = {Acta Universitatis Upsaliensis},
keywords = {scientific experience; inner experience; inner senses; living experience; psychometrics; psychological experiments; cultura animi; spiritual exercise; meditation; pietism; enlightenment; christian wolff; hermann francke; alexander baumgarten; georg ernst stahl; friedrich hoffmann; history of sciences and ideas},
abstract = {In the last decades a number of studies have shed light on early modern scientific experience. While some of these studies have focused on how new facts were forced out of nature in so-called experimental situations, others have charted long-term transformations. In this dissertation I explore a rather different facet of scientific experience by focusing on the case of the Prussian university town Halle in the period from the late seventeenth till the mid-eighteenth century. At this site philosophers, theologians and physicians were preoccupied with categories such as inner senses, inner experience, living experience, psychological experiments and psychometrics. In the study I argue that these hitherto almost completely overlooked categories take us away from observations of external things to the internal organisation of experience and to entirely internal objects of experience. Rather than seeing this internal side of scientific experience as mere theory and epistemology, I argue that it was an integral and central part of what has been referred to as the cultura animi tradition, that is, the philosophical and medical tradition of approaching the soul as something in need of cultivation, education, disciplination and cure.The study contains four empirical chapters. In the first chapter I analyse the meaning and function of experience in Christian Wolff’s philosophy understood as spiritual exercise and cultura animi. In the second chapter I examine experience in the theologian Hermann Francke’s cultura animi, focusing particularly on the relation between scientific experience and what scholars have referred to as religious experience. In the third chapter I chart aesthetic experience in Alexander Baumgarten’s aesthetics. In the fourth chapter I examine the role of experience in the medicine of Georg Ernst Stahl, Friedrich Hoffmann and their followers. The analysis of medical experience channels the discussion into questions regarding the relation between the cultura animi tradition and the kind of attitudes, practices and processes that have been connected to modern objectivity. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_ungec_2010,
title = {Uptake, adherence and discontinuation of antiretroviral treatment in the Kibera slum, Nairobi, Kenya},
author = {Unge, C},
year = {2010},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Background: As antiretroviral treatment (ART) is being scaled-up, long-term success depends on high adherence to ART and retention in care. Rapid urbanization and growing slum populations present specific challenges for sustaining HIV-infected patients on ART. Aim: To study determinants for low adherence to ART in an urban slum in sub-Saharan Africa and to explore factors related to drop-out from ART. Methods: All studies were conducted at the Médecins Sans Frontières s (MSF) or at the African Medical Research Foundation s (AMREF) HIV clinics in the Kibera slum, Nairobi, Kenya. Study I: 26 patients eligible for ART at the MSF clinic who choose to not initiate ART were interviewed to understand underlying reasons. Study II: Patient records were reviewed to study access to ART during the violence in Kibera following the general elections in Kenya 2007/08. Study III: Adherence to ART and drop-out from the programme was analyzed retrospectively through review of 830 patient records. Study IV: 20 patients known to have dropped-out of ART to seek alternative care/cure, were interviewed about their reasons. Study V: A prospective cohort study of 800 patients to analyze dose-adherence to ART by creating an adherence index based on dosing, timing and special instructions and performing Cox-regression survival analysis to study time to drop-out. Findings: Study I: The main reason for not accepting ART was fear of taking medication on an empty stomach due to lack of food. Study II: During post-election turbulence in January 2008, 42% of 447 scheduled appointments were missed compared to 14% in January 2007. Study III: 27% of ART patients had a mean adherence below 95%. No factor remained independently associated with low adherence. 29% dropped out more than 90 days after the last prescribed dose. Residence in Kibera was associated with drop-out. The probability of remaining on treatment was 0.83 at 6 months, 0.74 at 12 months and 0.65 at 24 months. Study IV: The most important reasons for dropping-out from ART related to religious beliefs and traditional medicine were: patients firm belief that traditional medicine was more effective/had fewer side effects compared to biomedical medicine; faith, praying and religious practices to seek cure from HIV; negative attitudes from religious leaders; and; important personal trigger events. Study V: Among 800 patients, 11% were non-adherent at 6 months follow-up (dose-adherence<95%). Undisclosed HIV-status and living below the poverty limit were significant predictors of adherence <95%. Using the adherence index, also taking adherence to timing and special food instructions into account, 38% of patients were defined as non-adherent. Lack of treatment buddy and low education were significant risk factors. Almost 1 in 4 dropped-out from the ART programme for more than 90 days after the last prescribed dose. Cox regression analyses showed a significantly higher hazard ratio for people who lacked a treatment buddy for support. Conclusion: Sustaining HIV patients on ART in high-risk and highly mobile settings such as urban slums is a major future challenge. The high proportion of patients dropping out from ART and being non-adherent must be addressed using context-specific solutions. It is important to invest more in poverty reduction strategies in general, but also to encourage an open, non-judgmental discussion between patients and providers around possible foreseen challenges to treatment maintenance e.g. food shortages, religion and traditional medicine, in order to strengthen uptake and adherence to ART and to reduce drop-out from ART, especially important in resource-poor settings where stigma, and poverty is prevalent.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_wadslecaroscecilia_1999,
title = {The Victorian Governess Novel},
author = {Wadsö-Lecaros, Cecilia},
year = {1999},
language = {eng},
publisher = {English Studies},
abstract = {Popular Abstract in Swedish Ämnet för min avhandling är den viktorianska guvernantromanen. I artonhundratalets England var arbetet som guvernant ett av de få yrken som stod öppna för medelklasskvinnor. Genom att arbetsförhållandena ofta var svåra, kom den samtida debatten om guvernanternas eländiga situation att bli livlig. Den stora mängd artiklar och böcker om deras låga löner, illa definierade arbetsuppgifter samt osäkra position i arbetsgivarens hem som publicerades bidrog säkerligen till uppkomsten av den fiktiva guvernantromanen. Avhandlingen visar att romanerna i många fall behandlar just de svårigheter som diskuterades i den samtida pressen. I genren karaktäriseras guvernanthjältinnan genom sitt utanförskap som beror på hennes speciella, och på den tiden motsägelsefulla, roll som yrkesverksam medelklasskvinna. Hon kontrasteras framför allt mot modern i familjen där hon arbetar och mot hushållets tjänstekvinnor. Romanerna fokuserar ofta på den rivalitet och de konflikter som uppstår mellan dessa olika kvinnor. Genom att guvernanten skildras som en idealkvinna vad gäller karaktär, bildning, och personlighet rymmer genren ofta en svidande samtidskritik av familjeliv, utbildning och religion.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_zettermaneva_2003,
title = {Frida Kahlos bildspråk – ansikte, kropp & landskap: Representation av nationell identitet (första utgåvan)},
author = {Zetterman, Eva},
year = {2003},
language = {swe},
publisher = {Acta Universitatis Gothoburgensis},
keywords = {frida kahlo; self-representation; national identity; post-revolutionary project; la tehuana; josé vasconcelos; the cosmic race; la raza; hispanidad; indigenismo; mestizaje; malintzín; la chingada; la virgen de guadalupe; chinanos; chicanas; semiotics; roman-catholic iconography; pictorial traditions; visual strategies.; konst- och bildvetenskap},
abstract = {This dissertation is about the Mexican artist Frida Kahlo (1907-1954) and her works, with emphasis on her painted self-portraits. The objective is to place Frida Kahlo’s pictorial production in relation to a place and time specific context and to test the theory for Frida Kahlo’s self-portraits as a project connected to a general striving towards a new formulation of a national identity. The majority of Frida Kahlo’s pictorial production coincides with a historically delimited era in which there was a break from earlier role models and ideals, politically, culturally, and ideologically. This phase was an artistically dynamic period with a redefining view of art and the history of the nation, a visualization of the mythology and symbolism of the Indian cultures of origin, and an emphasis on the Indian ethnicity of the nation. Two chapters describe the ideological context in which Frida Kahlo’s works were created. The visual markers around which the post-revolutionary national discourse came to revolve are identified and certain concepts related to race are examined. The subsequent chapters are devoted to Frida Kahlo’s imagery. One chapter examines how her pictorial production in the 1920’s emerged in dialogue with contemporary art theory. One chapter deals with body themes based on the naked female body, and elements of sex education are related to an ongoing debate on sex education in Mexican schools. Thereafter new features are explored that are introduced in her self-portraits during the late 1930’s and that came to be consistent features in her continued production of self-portraits. In the concluding section of the dissertation, the self-portraits are discussed from a more general perspective. Some of the myths upon which earlier biographical interpretations are based upon are questioned. Instead, the themes of suffering found in the self-portraits are related to the reconstruction of the nation’s ethnic identity and problematic issues based on the 16th century Spanish Conquest of the indigenous Indian population. In her complex imagery, Frida Kahlo refers to a broad spectrum of disparate pictorial tradition, stylistic epochs, categories of motifs and symbolic imagery, and to historical, religious and mythical female personages such as Malintzín, la Chingada, Sor Juana, and the Virgin of Guadalupe. These references from different epochs represent the two fundamental components of Mexico’s cultural heritage – the Spanish and the Indian – and these are merged in Frida Kahlo’s self-portraits so that they thereby communicate a construction of an identity based on a national heritage. The time perspective of the discussion reaches backwards to before the Spanish Conquest in the 16th century and forwards to the contemporary Chicana/Chicano movement north of border to the United States.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_zettermaneva_2011,
title = {Frida Kahlos bildspråk - ansikte, kropp och landskap: Representation av nationell identitet (tredje utgåvan)},
author = {Zetterman, Eva},
year = {2011},
language = {swe},
publisher = {Acta Universitatis Gothoburgensis},
keywords = {frida kahlo; self-representation; national identity; post-revolutionary project; la tehuana; josé vasconcelos; the cosmic race; la raza; hispanidad; indigenismo; mestizaje; malintzín; la chingada; la virgen de guadalupe; chicanas/os; semiotics; roman-catholic iconography; pictorial traditions; visual strategies; konst- och bildvetenskap},
abstract = {This thesis is about the Mexican artist Frida Kahlo (1907-1954) and her works, with emphasis on her painted self-portraits. The objective is to place Frida Kahlo’s pictorial production in relation to a place and time specific context and test the theory of Frida Kahlo’s self-portraits as a project connected to a general striving towards a new formulation of national identity. The majority of Frida Kahlo’s pictorial production coincides with a historically delimited era in which there was a break from earlier role models and ideals, politically, culturally and ideologically. This phase was an artistically dynamic period with a redefining view of art and the history of the nation, a visualisation of the mythology and symbolism of the Indian cultures of origin, and an emphasis on the Indian ethnicity of the nation. Two chapters describe the ideological context in which Frida Kahlo’s works were created. The visual markers around which the post-revolutionary national discourse came to revolve are identified and certain concepts related to race are examined. The subsequent chapters are devoted to Frida Kahlo’s pictures. One chapter examines how her pictorial production in the 1920’s emerged in a dialogue with contemporary art theory. One chapter deals with body thematics based on the naked female body, and elements of sex education are put in relation to an ongoing debate on sex education in Mexican schools. Thereafter new features are explored that are introduced in her self-portraits during the late 1930’s and that came to be consistent features in her continued production of self-portraits. In the concluding section of the thesis, the self-portraits are discussed from a more general perspective. Some of the myths upon which earlier biographical interpretations were based are questioned. Instead, the thematics of suffering found in the self-portraits are related to the reconstruction of the nation’s ethnic identity and problematic issues based on the 16th century Spanish Conquest of the indigenous Indian population. In her complex imagery, Frida Kahlo refers to a broad spectrum of disparate pictorial traditions, stylistic epochs, categories of motifs and symbolic imagery, and to historical, religious and mythical female personages such as Malintzín, la Chingada, Sor Juana, and the Virgin of Guadalupe. These references from different epochs represent the two fundamental components of Mexico’s cultural heritage – the Spanish and the Indian – and these are merged in Frida Kahlo self-portraits so that they thereby communicate a construction of identity based on a national heritage. The time perspective of the discussion reaches backwards to before the Spanish Conquest in the 16th century and forwards to the contemporary Chicana/Chicano movement north of the border to the United States.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_almrothl_2005,
title = {Genital mutilation of girls in Sudan : community- and hospital-based studies on female genital cutting and its sequelae},
author = {Almroth, L},
year = {2005},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Background: In spite of many decades of campaigns, female genital mutilation (FGM) is still highly prevalent in Sudan. One reason for this might be that campaigns have failed to approach fundamental values of FGM. In the absence of previous paediatric research on FGM, immediate and long-term complications for girls are basically unknown, as is their clinical picture. Methods: Interviews were carried out according to questionnaires with open answers with 119 randomly selected respondents (30 young mothers, 29 young fathers, 30 grandmothers and 30 grandfathers) in a village in the Gezira in Sudan. To investigate adverse health effects on the child, 255 consecutive girls aged 4-9 years presenting to the Children's Emergency Hospital, Khartoum, were recruited. A detailed history was obtained and full examination, including inspection of genitalia, and investigations were performed to diagnose urinary tract infection (UTI). To investigate the association between FGM and primary infertility we performed a casereferent study. Cases were 99 women with primary infertility, among whom hormonal and iatrogenic causes, as well as male factor infertility were excluded. Cases underwent diagnostic laparoscopy. Referents were 180 primigravidae women recruited from antenatal care. Results: While all female respondents in the village had undergone FGM, 44% of the young respondents had decided not to let their daughters undergo it. This change of practice was confirmed by the clinical study where 22% of the girls had undergone FGM, but a large share of the rest would have FGM later, leaving 26% of the girls allegedly without FGM in the future. The form of FGM was under-reported in an anatomical sense, 39% of forms being reported as "Sunna", extending to the labia majora. For girls under the age of 7 there was a significant association between FGM and suspected UTI. Symptoms from the urogenital tract in girls were heavily under-reported. Tradition and social pressure were the main motives for performing FGM. Religious belief, education level and socio-economic status significantly affected to what extent FGM was practised. Sexuality was an important aspect, mentioned as a motive both for and against FGM. Reinfibulation was widely practised in this area, with the main motive being sexual satisfaction of the husband. This was contradicted by the fact that male complications resulting from FGM, such as difficulty in penetration, wounds/infections on the penis and psychological problems were described by a majority of the men. Most of the young men would have preferred to marry a woman without FGM. Consequently, young fathers were more involved in the decision process when decisions were taken not to perform FGM. After controlling for age, education, socio-economy, and sexually transmitted infections, cases with primary infertility had a significantly higher risk than referents of having undergone the most extensive form of FGM involving labia majora (OR 4.69; 95% CI 1.49, 19.7). The anatomical extent of FGM, rather than whether or not the vulva had been sutured/closed, was associated with primary infertility. Interpretation: There seems to be a trend towards abandonment and/or milder forms of FGM in Sudan, but a majority of girls still undergo severe forms of the practice. The validity of reported form of FGM is low. Genital mutilation contributes significantly to morbidity already in childhood, but a large share of this does not come to medical attention. By exposing male complications of FGM, showing male negative attitudes towards the practice, male and female sexual problems related to FGM and that FGM is a likely cause of infertility, the results challenge the most important marriage-related traditional motives for FGM. Traditionally FGM was performed to increase the chances of future marriage. Our findings, on the contrary, indicate that genital mutilation of girls might have an opposite effect by destabilising marriages through its effect on sexual and reproductive health.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_barrdungemats_2024,
title = {Upplysningens ljus i Norrland: Om fyra aktörer vid Härnösands gymnasium under 1700-talet},
author = {Barrdunge, Mats},
year = {2024},
language = {swe},
publisher = {Institutionen för kultur och estetik, Stockholms universitet},
keywords = {enlightenment; utilism; religion; sweden; norrland; härnösand; gymnasium; 18th century; magnus stridsberg; nils gissler; pehr hellzén; olof kiörning; idéhistoria},
abstract = {The purpose of this dissertation is to investigate the occurrence of Enlightenment ideas in the central Northern part of Sweden during the 18th century, focussing on a carefully chosen set of characters: one bishop and three senior lecturers at the gymnasium of Härnösand, in the province of Ångermanland. This dissertation uses a perspective of circulation of knowledge, inspired by the research field of history of knowledge. The methodological approach in this study is to use a complex thematic definition with eight different components of Enlightenment in the analysis of relevant texts and writings by selected characters, supplemented with a contextual perspective.A center for the ecclesiastical culture of learning in Norrland was Härnösand, and the gymnasium was Norrland´s only higher education institution, north of Gävle, for 200 years between 1650 and 1850. During the 18th century, three senior lecturers were employed there, each working for the dissemination of Enlightenment ideas, through both writing and practical action: Magnus Stridsberg (1696–1772), Nils Gissler (1715–1771) and Pehr Hellzén (1744–1811). At the same time as these, the diocese was governed by Bishop Olof Kiörning (1704–1778), who was also the Supervisor of the gymnasium. He was influenced by Enlightenment ideas and showed a strong interest in advanced agriculture and contributed to the church taking greater part in the social and economic development. The first lecturer, Magnus Stridsberg, created new methods in agriculture concerning soil mixing, manure production and grain nurseries, but has mainly been remembered for his threshing machine which came into general use in central Norrland during the second half of the 18th century. The next lecturer, Nils Gissler, was Norrland´s first provincial physician and introduced a scientific approach to practical medicine in the region. With the dissemination of knowledge and a great deal of personal commitment, he showed interest in mental illness and treated his patients in his own home. He laid the foundation for an infrastructure for public health care in the province. He was a member of the Swedish Academy of Sciences and wrote many scientific papers, and in modern times has received international scientific recognition for the discovery of the inverted barometer effect. The third lecturer, Pehr Hellzén, was a pre-industrial contractor in the sawmill and shipbuilding industry in central Norrland and founded the shipyard and shipping company Wifstavarf in 1798. Hellzén gave an important inaugural speech when the new gymnasium was built: Om uplysningens verkan på människors och samhällens sällhet (On the effect of Enlightenment on the happiness of people and societies), printed in Swedish 1794. He gave Härnösand a special role within the Enlightenment, described as a driving force behind the development of science, education and economic in the region.The Enlightenment that developed in Härnösand can be summarized as a Christian ‘utilism’ with clear Enlightenment traits such as reason, experience-based science, the dissemination of knowledge, humanity, social reforms, religious tolerance & religion of reason, and utility & virtue. It rested on an evangelical Lutheran foundation, it regarded the meaning of ‘utilism’ in a broader sense than just financial gain, and included central Enlightenment ideas. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_bernmalmemil_2022,
title = {Gemenskapens gränser: Stigmahantering och pluralistisk fostran i gymnasieskolan},
author = {Bernmalm, Emil},
year = {2022},
language = {swe},
publisher = {Lund Studies in Educational Sciences},
abstract = {I denna avhandling undersöks hur strävan mot en integrerad svensk gymnasieskola upplevs av gymnasieungdomar med svåra rörelsehinder. Forskningsintresset är riktat mot skolans värdeförmedlande uppdrag så som det kommer till uttryck i ämnesplanen för religionskunskapsämnet. I centrum för undersökningen står elevernas erfarenheter av en gymnasieutbildning som både är separerad från och på många sätt integrerad i den reguljära gymnasieskolan. Elevernas erfarenheter av att pendla mellan en integrerad och samtidigt exklusiv utbildningssituation ger dem särskilda förutsättningar att tolka och förstå premisserna för den pluralism som skolan är tänkt att fostra. Med syftet att problematisera den pluralism som kommer till uttryck i skolans värdegrund, riktar avhandlingen ljus mot elevernas erfarenheter som särskilda objekt för skolans integration. Dessa erfarenheter pekar bland annat på en skolvardag hårt styrd av symboliska och sociala gränsdragningar. Särskilt det integrerade klassrummet väcker känslor av utanförskap och stigmatisering som eleverna måste hantera i sin skolvardag. Mot denna bakgrund argumenterar jag för att det är hög tid att omvärdera, inte bara skolans värdeförmedlande uppdrag, utan också komplexa processer som integration och inkludering i skolan.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_blennowkatarina_2019,
title = {The Emotional Community of Social Science Teaching},
author = {Blennow, Katarina},
year = {2019},
language = {eng},
publisher = {Institutionen för utbildningsvetenskap, Lunds universitet},
abstract = {Some of the most pressing concerns of our time, such as crises connected to migration, the welfare state, international law and terrorism, are part of the Swedish upper secondary school subject Social Science. This means that Social Science teaching easily generates intense emotions, sparks of which are lit in the encounter between the students, the teacher, and the specific content of the school subject Social Science. This aim of this dissertation is to examine what emotions do in the teaching of the school subject Social Science (samhällskunskap) and what the subject Social Science does to emotions. This is examined through an ethnographic exploration of Social Science teaching in four different Swedish upper secondary schools. Barbara Rosenwein’s concept emotional communities is central to the analysis, as are Sara Ahmed’s emotion-oriented conceptualisations of movement, attachment and contact. In the study, it is shown how an emotional community of Social Science teaching emerges that in part is different from comparable emotional communities in other school subjects, such as History and Religious Education. There is furthermore a dissonance between the role emotions are supposed to play in the teaching and the role emotions actually do play. Despite being clearly related to the specific subject content of Social Science, it is also important to note that emotions are always relational, which leads to attachments and detachments in the group of teacher and students. Emotions in Social Science teaching are moreover connected to conflictuality, multiperspectivity, ideas about ‘the good citizen’, and the subject’s inherent contemporaneity. An important result of the dissertation is that in emotionally intense teaching situations, teachers’ attempts to use a ’traditional’, rationality-oriented Social Science analysis do not resonate with the students. The examined cases of Social Science teaching therefore seem to suffer from a traditional division between rationality and emotionality that largely has characterized political analysis in the 20th century. A rapprochement between the students’ lifeworld and the school subject’s disciplinary analysis would benefit from an increased use of the emotional dimension and community of Social Science teaching.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_claessonannamaria_2001,
title = {Kinesernas vänner : en analys av missionens berättelse som ideologi och utopi},
author = {Claesson, Anna Maria},
year = {2001},
language = {swe},
publisher = {Jönköpings läns museum},
abstract = {Popular Abstract in Swedish Den här avhandlingen, vars kontext är staden Jönköping – känd som Smålands Jerusalem – och dess omnejd, vill besvara frågan: Hur utformades och användes berättelsen om missionen i Kina för att åstadkomma och upprätthålla missionsvänskapets hängivenhet? Det var vid skiftet mellan 1880- och 1890-talen, under växande arbetslöshet, bostadsnöd och fattigdom, med konfrontationer mellan olika tankestilar i samhället, som intresset för mission i Kina väcktes. Bland unga missionsvänner i staden formades en tankestil som pekade ut Kina som kallelselandet och den gav en bild av ett Kina som hade öppnat sina dörrar för mission, av en kines som efterfrågade budskapet och av en mission som snart skulle vara framgångsrikt avslutad. Men de ungas föreställningar komplicerades då missionärerna kom ut på fältet. Den hemsända berättelsen kan förefalla motsägelsefull och svårtolkad. Med hjälp av tre tankefigurer – begreppet är sociologen Johan Asplunds – kunde jag ändå se ett mönster. En universalistisk människosyn, den kristna ”likaren”, och den möjliga metamorfosen uttryckte tillsammans, trots de ofta mörka skildringarna av ”hednavärldens suckan”, ett hopp och ett löfte: det fanns gemenskap över alla gränser mellan människorna på denna jord, det fanns godhet, eviga sanningar och rättvisa och slutligen, ondskan kunde genom gemensamma ansträngningar förvandlas och besegras. Men med svenskamerikanen och väckelsepredikanten Fredrik Fransons besök 1892 mötte Jönköpings missionsvänner en amerikansk väckelsefromhet av ett delvis nytt slag. Utmärkande för Franson var hans övertygelse om att Jesus återkomst var nära förestående. Ytterligare en tankefigur, Tidens slut, infördes i berättelsen. Kina blev det slagfält där den förutbestämda striden mot det Onda skulle utkämpas. Tankefiguren Tidens slut producerade hängivna soldater som inte skyggade för faran. Denna tids vedermöda var ju intet mot den härlighet som väntade. Snart var Jesus här! I kapitel 6 karaktäriserar jag missionsvännernas gemensamma föreställningsvärld om missionen i Kina, vilande i de fyra tankefigurerna, som en social fantasi. Mitt resonemang om den sociala fantasin och dess ideologiska och utopiska funktioner hämtar sin näring från filosofen Paul Ricoeur. Missionsvännen övertygades av en integrerande ideologi, buren av framför allt den kristna ”likarens” löfte om samhörighet, delaktighet, bekräftelse och utvaldhet. Men den sociala fantasin hade också en utopisk funktion. Den utforskade, kritiserade och pekade på andra vägar. Detta utnyttjades av de kvinnliga missionärerna (och faktiskt också av de manliga) för att spränga könsgränser, men också av oskolade ynglingar (och unga kvinnor) för att ta steget över klass- och bildningsgränser. Kapitel 7 vill utreda hängivenhetens betydelse för en plats, för staden Jönköping. Smålands Jerusalem var en integrerande social fantasi, ledande missionsvänner bar också på en utopi om ett universellt kristet Gemeinschaft. Men det fanns en inbyggd motsättning mellan de universella anspråken och en exkluderande kristen ”likare”. Trots det, hävdar jag, var missionens berättelse inte självklart en del av Västerlandets imperialistiska Kinabild. För missionen var världen förvisso kluven i två delar, men gränsen mellan kristen och hedning sammanföll inte med gränsen mellan kolonisatör och koloniserad. Hedendomen skar sitt skarpa snitt tvärs igenom alla världsliga ordningar. För många av Jönköpings fromma var missionen istället en resa till världen. Till skillnad från många andra berättelser som demoniserade, exotiserade eller förlöjligade det främmande, övade missionen också förmågan till inlevelse i andras liv. Namngivna människor, boende på andra sidan jordklotet, inneslöts i missionsvännernas vardagsliv och bönegemenskap. Missionens värld var en enda.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbcke_2006,
title = {Between opportunities and risks : adolescent sexual and reproductive health in Zambia},
author = {Dahlbäck, E},
year = {2006},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Background: Adolescence is a dynamic period in life with both opportunities and risks related to the culturally constructed gender norms. Many adolescents in sub-Saharan countries, Zambia included, lack control over their own sexual and reproductive lives, due to factors such as gender inequality, poverty, and sociocultural and religious norms. Aim: The aim of this thesis was to explore, from a gender perspective, how sexuality and reproduction are conceptualised and communicated among Zambian adolescents as a basis for future interventions and for development of effective strategies to reduce adolescent reproductive health problems. Specific objectives: These objectives were to explore adolescent boys' perceptions about their transition into manhood (I) and their perceptions about premarital sexual relationships (II); to describe characteristics of adolescent girls admitted to hospital for incomplete abortions, partner relationships, views on contraception, and whether abortion was spontaneous or induced (III); to elucidate the situation of adolescent girls who had had an unsafe abortion, and gather data on abortion providers and methods used (IV). Methods: The studies were conducted from 2000 to 2005 in Lusaka and Kitwe, Zambia. Both quantitative and qualitative methods were used. Seven focus group discussions were held with adolescent boys (n=53) (I, II), and 12 adolescent boys participated in letter writing (I). A hospitalbased interview study was done with 87 adolescent girls admitted to hospital for incomplete abortions (III, IV). Descriptive quantitative analysis was used and the qualitative data was analysed by applying qualitative content analysis technique. Results: Growing up in Zambia entails exposure to contradictory messages, influenced by traditional and new norms on purported appropriate social and sexual behaviour. Many boys received the messages that they were the privileged sex and the decision makers in sexual relationships. Peers were important in the identity building process (I). Premarital sexual relationships are common and considered a prerequisite for boys to achieve adult male autonomy and status, gender roles which influence Zambian boys' male identity. However, they see in the gender imbalance a potential to adjust their behaviour in premarital relationships, but lack adult guidance (II). Of the adolescent girls admitted for incomplete abortions, 39% alleged having had an unsafe abortion. They were more often single, in school, and had reached higher grades. More of the girls with spontaneous abortions were traditionally married and cohabitating with their partners. At first sexual intercourse 39% of the girls had been forced to have sex, and 41% perceived they had little or no risk of contracting HIV. Most of the girls were not aware of their partner's previous sexual history (III). The primary reasons given for performing an unsafe abortion were fear of facing personal shame, social stigma and the wish to continue education. Several of the girls had heard about or knew classmates who had been severely ill or had died from complications after unsafe abortions. The majority of the pregnancies were terminated before the end of 12 the gestational week. Oral and vaginal abortifacients were used, including both traditional and modem medicine and foreign bodies inserted into the cervix. Traditional healers and older women performed almost half of the methods cited (IV). Conclusion: Lack of sexual education and limited access to contraception and safe abortion care, expose both adolescent girls and boys to adverse transitions into adulthood. Girls in subordinate positions, carry consequences like premarital unintended pregnancies often followed by unsafe abortions. The educational programmes should pay due attention to adolescents' needs, and particularly address male adolescents' responsibilities for sexually related behaviour to reduce sexual coercion and unwanted pregnancies.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_dejmanm_2010,
title = {Cultural explanatory model of depression among Iranian women in three ethnic groups (Fars, Kurds and Turks)},
author = {Dejman, M},
year = {2010},
language = {eng},
publisher = {Karolinska Institutet, Department of Clinical Neuroscience (CNS)},
abstract = {Background: As one of the most prevalent diseases globally and as an important cause of disability, depressive disorders are responsible for as many as one in every five visits to primary care. However, the true figures are unknown, as many do not seek help or know how to access help. Women suffer more than men according to surveys in Iran and other countries. Cultural variations in clinical presentation sometimes make it difficult to recognize the disorder, resulting in patients not being diagnosed and not receiving appropriate treatment and follow up. Purpose: This thesis explores how women s depression is conceptualized among Iranian people in three cities located in north-west (Tabriz), west (Ilam) and central (Tehran, capital city) Iran, representative of three major ethnic groups (Fars, Kurds, and Turks) and how this conceptualization may contribute to the help-seeking behaviour of depressed women. Methods: The thesis consists of four exploratory papers employing qualitative methods including individual interviews and focus group discussions (FGDs). Paper 1 reports a pilot study using a case vignette and explanatory interview guides on Iranian people (including depressed women, clinicians and lay people). Forty three adults participated in three focus group discussions (25 participants) and 18 individual interviews in the three ethnic groups. Paper II presents an explanatory model of the community (lay people) in the three ethnic groups in Iran concerning women's depression. Thirty eight men and thirty eight women from the general population, classified by level of education participated in twelve FGDs in the aforementioned cities by using a case vignette describing a woman with major depression without psychotic features. Paper III reports interview results (25 depressed women and 14 relatives) regarding how these women and their families conceptualize the patients conditions and how their conceptualization shaped the patients help-seeking process. Paper IV reports individual interview results from 24 clinicians (six general practitioners [using case vignette], 14 psychiatrists and four psychologists [interview guide, both]) exploring the explanatory model of depressed women. Results: There were more similarities than differences in the models proposed by Iranian people in the three ethnic groups. Among most of the study participants depressive symptoms were perceived as a transient reaction to external stressors. Most participants named the depressive symptoms as distress of nerve/ soul narahati asabi/narahati rohi , problem of nerve/soul moshkel asabi/rohi, sadness and depression afsordegi . Other names were darikhma (deep sadness with anxiety, Turkish participants only), and tarjoman (sadness and nerve problems due to external events, Kurdish participants only). All connected the illness with an external stressor caused by loss (death of relatives, job loss, etc.), environmental causes (including family conflict), gender-linked stressors and internal factors caused by emotional factors, cognition distortion and hormonal factors. Coping mechanisms involved two strategies: (1) solving problems by seeking help from family and friends, especially ones husband and neighbours, religious practice, and engaging in pleasurable activities, and (2) seeking professional support mostly from general practitioners, psychologists, family counsellors, and traditional support from herbalists and amulets (written prayer notes). The choice of medical treatment depended on the type of somatic or psychological complaints. The important barriers to seeking help from professional (psychiatrists or psychologists) were stigma and fear of dependency on medication. Conclusion and implications: Rather than having a biological model, in this study participants tended to have a psychosocial explanatory model linked with preferred seeking help from informal healers (family and friends, religious practices and traditional healers) as the first treatment step. The inter-ethnic similarities could stem from common cultural and social elements, such as a common official language, legal, structural, educational and political structures, mass media, and religion in the three major ethnic groups in Iran. This finding could be useful for integrating a gender approach to health service delivery and linking gender and culture sensitivity to training of health workers, and also for education society to reduction of the stigma related to depression.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_eleniuslars_2001,
title = {Både finsk och svensk: modernisering, nationalism och språkförändring i Tornedalen 1850-1939},
author = {Elenius, Lars},
year = {2001},
language = {swe},
publisher = {Kulturgräns norr},
keywords = {modernisation; nationalism; ethnicity; assimilation policy; national identity; marriage pattern; language shift; torne valley; elementary school},
abstract = {This study deals with the impact by modernisation and nationalism on the ethnicity and national identity among the Finnish speaking minority in the Torne Valley in the north of Sweden. The starting point is 1809 when Sweden lost the Finnish part of the kingdom to Russia. It resulted in the division of the Torne Valley into two nation-states and modernisation projects. The aim of the study is to investigate what happened to the ethnic content in the national identity in the two parts of the valley over time. The focus is placed on the parish of Övertorneå on the Swedish side between 1850 and 1939.According to the modernist and constructivist approach in theories of nationalism, national consciousness and national sentiments are confined to the era of industrialisation and modernisation. In the dissertation nationalism on the contrary is regarded as a myth-symbol complex which is transferred by one or many ethnic groups from the pre-modern state to the modern nation-state. A perspective from both above and below is used in the study. The investigation in the state assimilation policy shows, by contrast with previous studies, that the main aim up to the middle of the 1880s was to maintain religious hegemony in relation to the Laestadian revivalist movement. It also shows that the assimilation policy was influenced by the continuity of the Finnish speaking minority in the nation-state and the previous link of Sweden together with Finland in the former unitary state. Moreover it shows that it was influenced by internal changes in the paradigm of education and party policy, the new international status of national minorities after First World War and language revitalisation in the Torne Valley.The process of language shift is used as an important marker of ethnicity and national identity. When following the shift of language use among the Torne Valley people from 1890 to 1930 the study shows that the language policy in school played an essential role for the shift, but the difference between women and men also reveals the impact from the society outside school. It also reveals a dynamic change from both Finnish to Swedish and reverse before 1890. In contrast to previous studies the writing abilities in Finnish was at a considerable level and sustain in time compared to the writing abilities in Swedish. The stable pattern of inter-marriage between the Swedish Torne Valley and Finland 1860-1919 reveals a cultural continuity which stands in contrast to the dramatical political events of the time.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_grundbergleif_2006,
title = {Medeltid i centrum: europeisering, historieskrivning och kulturarvsbruk i norrländska kulturmiljöer},
author = {Grundberg, Leif},
year = {2006},
language = {swe},
publisher = {Arkeologi och samiska studier},
keywords = {medieval; central places; norrland; ångermanland; medelpad; hermeneutics; europeanization; historiography; local history research; cultural heritage; use of history; cultural environment; regional development},
abstract = {This thesis aims to shed light upon three related research areas with the medieval period at their core: medieval Europeanization, the historiography of medieval places, the importance of the cultural environment and medieval period for the present day. By these means several current research angles are integrated within medieval research, the history of science and cultural heritage research. Six investigations of medieval central places in Ångermanland and Medelpad in northern Sweden are used to exemplify these issues. The use of hermeneutic theory emphasises the relationship between the present day community, the individual and the interpretation of history. The sites presented in the thesis represent the entire medieval period from the 11th Century to the start of the 16th Century. Two of them – Kvissle chapel and “Skelettåkern” (=The Skeleton Field) in Björned – functioned as private Christian churches or graveyards; two were important harbours – Sankt Olofshamn (=Saint Olof’s Harbour) and Kyrkesviken (=Church bay); two functioned as military castles or fortifications – Styresholm/ ”Pukeborg” and Bjärtrå stronghold. In addition to these, four medieval stone parish churches have been examined: the old church at Alnö in Medelpad, and the churches of Torsåker, Boteå and Grundsunda in Ångermanland. The Europeanization of Norrland is discussed with reference to aspects such as religious transition and parish formation, monetarization and changes in household structure, trade specialization and administrative territorialization. Central places have played an important role in this process. Historiography illuminates how, and in which contexts, knowledge and understanding of history and medieval central places has developed and been communicated. This includes the use of place names and the oral narration of history, authorship and scientific research into local history. A number of primary school teachers, adult education college (‘folk high school’) teachers and priests were particularly important for the growth of local historical research around the turn of the 20th century. The use of cultural heritage is illustrated with a discussion of how the medieval cultural environments in Ångermanland and Medelpad have been interpreted and used in recent years. This includes aspects such as signposting, teaching and research activities, mass media attention, amateur history plays and similar performances, and the formation of various types of society. These three aspects of Norrland’s medieval period, together with the use of a cultural heritage perspective, form a broader holistic picture of the social role of scientific research and the cultural environment, where local interest in history is important for regional development.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_hasnainsfu_2010,
title = {Young adults in urban Pakistan : barriers and challenges for improving health behaviors in the wake of the HIV/AIDS epidemic},
author = {Hasnain, SF-U},
year = {2010},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Background: HIV/AIDS is spreading globally more specifically among the younger generation. The impact of HIV/AIDS on the youth cannot be underestimated. According to the UNAIDS report 2008; an estimated number of 33 million people around the globe were living with HIV in 2007, and overall, 2.0 million people died due to AIDS, compared with an estimated 1.7 million in 2001. The HIV/AIDS epidemic is most likely to affect health status, economic conditions and family situations. Unprotected sex with an infected partner, contact with infected blood, sharing of drug needles or syringes and mother to child transmission are the modes which cause HIV infection. Surveillance data of Sindh AIDS Control Program, Pakistan suggest that HIV infection is rapidly increasing among injecting drug users (IDUs) and had reached 9% in 2004-5 indicating that Pakistan has entered the concentrated epidemic stage for HIV/AIDS i.e. the HIV prevalence in high-risk subpopulations is 5% or higher. This poses a serious threat of a generalized epidemic especially among the younger population of Pakistan. The prevalence of HIV infection among female sex workers was minimal. Cultural and religious constraints in discussing reproductive health issues and lack of youth clinics further makes the younger generation more vulnerable to HIV/AIDS. Aim: The overall aim of this thesis is to explore and describe young adults knowledge and perceptions on sexual and reproductive health with special reference to HIV/AIDS, future gender roles and implications for health behaviors and prevention in Karachi, Pakistan. Methods: The studies were conducted in the city of Karachi, Pakistan, which is the largest city and the economic and commercial hub of Pakistan and comprises of people from all ethnic backgrounds. Karachi is divided into 18 towns based on administrative units. This project has used both quantitative (study I and II) and qualitative methods (study III and IV). A population-based, cross-sectional study of 1,650 young adults (male n=826) and (female, n=824) aged 17-21 years living in Karachi was conducted using a structured questionnaire (study I and II). A multi-stage cluster sampling design was used to collect data representative of the general population in an urban area in all 18 towns of Karachi. School/college dropouts and preliminary knowledge about STDs were assessed (Study I), further knowledge about HIV/AIDS was assessed (study II). Bivariate and multivariate analyses were performed separately for males and females. A qualitative exploratory study was carried out (study III and IV). Focus group discussions were used for data collection. Participants, both males and females aged 17-21 years were purposively chosen from three different social strata. Altogether, six FGDs (6-8 participants in each FGD) were conducted in the local language Urdu, two from each social stratum. Knowledge and perceptions of HIV/AIDS and family planning were explored (study III), the perception of future life prospects and gender roles were also discussed (study IV). Qualitative content analysis was applied to identify manifest and latent content. Results/findings: Study I revealed that females were twice as likely to dropout of school/college as males. The risk factors for school/college dropout for both males and females were migrant residential status, living in an extended family and low socio-economic status. Furthermore, females exhibited a higher level of awareness about STDs and HIV/AIDS than the males, irrespective of whether they had dropped out of school or not. While the males who dropped out were considerably less aware than those who remained at school, there was no such difference among females. Knowledge of HIV/AIDS was assessed in detail (study II), and it was found that out of 1,650 subjects, 24 per cent (n=390) reported that they had not heard of HIV/AIDS. Among the males, those with a poor HIV knowledge were younger (AOR=2.20; 95 per cent CI, 1.38, 3.49) and had less than six years of schooling (AOR=2.46; 1.29 4.68) with no access to computer at home (AOR=1.88; 1.06 3.34). Among the females, the risk factors for poor knowledge were young age (AOR=1.74; 1.22, 2.50), low socio-economic status (AOR=1.54; 1.06, 2.22), lack of enrolment at school/college (AOR= 1.61; 1.09, 2.39) and being unmarried (AOR=1.85; 1.05, 3.26). Knowledge and perceptions of HIV/AIDS and family planning was further explored (study III). The main theme that emerged from the focus group discussions was Need for multilevel strategies to combat the spread of HIV/AIDS and enhanced acceptance of family planning . A knowledge gap was revealed concerning HIV/AIDS and family planning among young males and females, who had to rely on media and peers for seeking information. Participants perceived that HIV/AIDS is incurable and carries a social stigma. Female participants pointed at the existence of societal discrimination against women with HIV/AIDS. The opposition of family planning from religious leaders was revealed. Exploring the perceptions of future life prospects and gender roles (study IV), the main theme that emerged from the focus group discussions was Expectations of young adults in a changing society is hampered by psychosocial and gender equality constraints . Not only did young males but young females too perceive that good education and a respectable job are obligatory for better life prospects. The major obstacles in this regard were lack of merit system and scarceness of jobs. The younger generation believes that both men and women should share household tasks. Gender inequality and the lower status of women in society were considered obstacles to development. Conclusion: Pakistani young adults having inadequate knowledge and awareness are vulnerable to the global HIV/AIDS epidemic. Both young men and women are well motivated to acquire good education and employment; and seem to belief in gender equality. Transition to better education and gender equality will result in new health related challenges, which emphasize that these young people should be equipped with proper knowledge about STDs and health related behaviors. Religious and cultural barriers to discuss reproductive health issues further deteriorate the situation. Nevertheless, as the prevalence of HIV/AIDS is still comparatively low, the epidemic has not yet enforced a general discussion on the importance of a well-informed younger generation.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_kasperowskidick_2010,
title = {Scientific governance: A history of scientific citizenship in Sweden before 1977},
author = {Kasperowski, Dick and Bragesjö, Fredrik},
year = {2010},
journal = {Konferenspapper till 4S 2010 Annual Meeting Held jointly with Japanese Society for Science and Technology Studies, 25-29 augusti 2010, Komaba I Campus, University of Tokyo.},
language = {eng},
keywords = {scientific citizenship; governance; third assignment},
abstract = {As a culmination of political initiatives, several parliamentary investigations, lengthy discussions and controversies, a new law of higher education and research in Sweden were decided upon in 1977. The new law defined the relationship between university science and Swedish citizens as a project of knowledge dissemination. The methodological approach of this study comprises a combination of archival studies of primary documents and content analysis of secondary materiel pertinent to Swedish research policy and public understanding of science. Attaching a typology of scientific governance (Hagendijk and Irwin 2006) to the recent discourse on scientific citizenship, the present paper focuses on different but coexisting modes of science governance. We arguing, contrary to advocates of the mode 2 metaphors, that there is considerable continuity in scientific governance, extending into the past, long before 1977. In the Swedish context, modes of governance entailed attribution and appropriation of various rights and obligations on the part of different actors concerning their tasks and those of the universities regarding the production of scientific knowledge. Important preconditions are the tensions in Swedish society between a market oriented and a corporatist approach, respectively. In the economic history of Sweden, there is a rich experience of cooperation between labour and capital going back to the beginning of the 20th century. Out of this came the Swedish model for economic development involving intimate interplay between a variety of actors including industry, universities and trade unions with affiliated organisations in civic society, as well as a network of welfare state institutions. In turn, this model generated a specific approach to research policy and public understanding of science. Through the lens of the typology and the concept of scientific citizenship the paper explores the mutual resonance between policy, market and educational arenas. We understand this as a way of managing social order by scientific knowledge. The relationship between citizenship and science during the period under investigation embodies two extremes. On the one hand, state authorities expressed an ambition of creating stability. Through science and research, the political aspirations of citizens tend to be blocked out in contexts of civic unrest, whereas more stable periods reveal greater tolerance by authorities towards political, economic or other interests on the part of citizens. In times of political turmoil, as for example in the beginning of the 20th century or at the end of the 1960s, scientific knowledge and method were the means where by state authorities sought to create a citizen less affected – as “scientific beings” – by political and/or religious influences. Consequently, the educational mode of governance as such has been and remains an important stabilizing factor in Swedish society, where the expert/researcher is held up as the exemplar of a model citizen.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2016,
title = {Förord: Våld i Guds namn},
author = {Liljefors Persson, Bodil and Tidman, Nils-Åke},
year = {2016},
journal = {Våld i Guds namn},
pages = {3--8},
language = {swe},
publisher = {: Föreningen lärare i religionskunskap, FLR},
keywords = {våld i guds namn; politisk aktivism; världsreligioner; judendom; kristendom; islam; hinduism; hindunationalism; is; jihadism; nordirland; nazityskland; syrien; "islamiska staten"; israel},
abstract = {Temat för Årsbok 2015 för Föreningen lärare i religionskunskap är Våld i Guds namn - Politisk aktivism inom världsreligionerna. År 2015 har varit ett år med terrorvåld i Europa samtidigt som en flyktingvåg sveper in över Europa. I mediarapporteringen har religiöst motiverat våld fått stort utrymme och ofta med kopplingar till islam. De flesta terrordåden sker i Mellanöstern. Men i denna årsbok är syftet också att bredda perspektiven till de andra världsreligionerna. Det påpekas ofta att religion inte spelar någon roll och att religion inte är orsaken till de olika konflikter vi ser i världen, men samtidigt så hävdar man då också att religion inte betyder något för människors tankar och handlingar. Självklart är det mer komplicerat. Religion kan ju också innehålla en allvarlig kritik av våld och förtryck. Det är mot bakgrund av detta som nio forskare och författare har skrivit artiklar på årets tema Våld i Guds namn och som tillsammans bidrar till en stor bredd och många perspektiv på årets tema om politiskt våld inom världsreligionerna.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_machungof_2002,
title = {Maternal outcome of pregnancy in Mozambique with special reference to abortion-related morbidity and mortality},
author = {Machungo, F},
year = {2002},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {In the capital city of one of the least developed countries, and using a hospital-based approach, the general aim was to characterise women who have undergone illegally and legally induced abortions, and to show the magnitude of both maternal mortality and abortion-related severe morbidity in adolescents and non-adolescents, in order to call the attention of decision-makers and health planners to this hazardous reality. Methods: In the Department of Gynaecology and Obstetrics of the Hospital Central do Maputo, 103 women undergoing induced legal abortion (LA), 103 women with confirmed, recent illegal abortion (IA), and 100 antenatal clinic (AC) attendees were compared, in order to find characteristic features regarding level of education, habitation, household, employment and religious belief. Reproductive characteristics were also compared. Prevalence of sexually transmitted diseases (STDs) among LA and IA women was also studied. Outcome measures comprised treatment cost ill hospital and individual cost for the woman and post-abortion health consequences. During the five-year period 1989-1993, all maternal deaths among deaths of women 10-45 years were analysed. Information was recovered from medical records, antenatal cards and autopsy records, if available. All the admission books during 1990-1999 from the gynaecology emergency ward were reviewed in order to retrieve all data on women who had sought care for incomplete abortion. For those cases of severe morbidity that were submitted to surgery tile registration books of the operating theatre were reviewed. Individual records of the deceased women were also examined. Results: Women with IA, in relation to women with LA, differed significantly in the following respects: they were younger. more often single, had lower income and education and belonged to the lower social stratum. They were less often Catholics. More often, their first sexual intercourse and their first pregnancy occurred below 20 years of age and they ]lad less knowledge of contraceptives. AC women were found to be similar to LA women in several respects but the pattern was not consistent throughout. Three maternal deaths occurred, all in the IA group. The most frequent illegal abortionist was a health worker. The hospital cost was significantly higher for IA than for LA women - the opposite was found regarding individual costs. The prevalence of syphilis, gonorrhoea and chlamydial infection was high and similar in both IA and LA groups. The MMR among adolescents was higher than among non-adolescents and the most prevalent causes of death in adolescents were malaria (27%) and pregnancy-induced hypertension/eclampsia (21%). Out of 148 women with severe complications of induced abortion 38 died shortly after admission and 110 women were submitted to surgical intervention, due to peritonitis. Out of these 110 as many as 55 (50%) had associated uterine perforation. Twenty-three (21%) died after surgery. Haemorrhage and sepsis were the most common complications. Conclusion: IA women in Maputo belong to a poor segment of the population and safe abortion is more expensive for the individual woman than an unsafe, illegal one. They are at a disadvantage regarding early, unprotected sexual intercourse with first pregnancy at a young age and with almost no experience of safe abortion. The tragic complications of unsafe abortion, particularly the adolescent maternal deaths, should be addressed. Access to contraceptives and to safe legal abortion, should be improved. Urgent interventions are needed to reduce the high prevalence of STDs and consequently their adverse consequences.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_myrvoldkristina_2016,
title = {Nām Simran in the Sikh religion},
author = {Myrvold, Kristina},
year = {2016},
journal = {Asian Traditions of Meditation},
pages = {103--121},
language = {eng},
publisher = {Honolulu : University of Hawai'i Press},
keywords = {study of religions}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2016,
title = {Varieties of Ethical Competences in Pupils’ Responses to National Tests in ethics – Narratives about Victimization and Possible Solutions},
author = {Osbeck, Christina},
year = {2016},
journal = {ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics},
language = {eng},
abstract = {This paper takes as its point of reference a task designed for 12 year olds asking them to describe a situation of victimization, give reasons for why it should be understood as such and give examples of acts that could improve the situation. In this paper a sample of 50 pupils’ responses about victimization, a central concern for young people (Tirri, 2003), is studied. Methodologically, the paper draws on a previous analysis, conducted in two steps, of responses to a task about forgiveness (Osbeck, in press). The first step draws closely on the empirical material and a hermeneutical reading of how the pupils solve the task: What kinds of situations and motives do they describe and what sorts of qualities can be identified in the descriptions and motives? What kinds of suggestions for improvements are given and what sorts of qualities can be identified in these descriptions? In the second step, the analyses focus on ethical competences that might be present in pupils’ responses but not stated in the curriculum. Consequently attention is paid to both qualities that are absent in the curriculum and qualities mentioned in curriculum but in an overly general sense. Findings of tentative analyses strengthen earlier results pointing at both ethical insights/ existential understandings and normative differentiating skills as competences that can be identified in the responses though not stressed in the curriculum. An existential understanding concerning victimization is shown when one problematizes and makes complex descriptions of the phenomenon, its context and meaning. A normative competence shows itself as being of different kinds when one notices how some suggestions concern symptoms and others concern causes and some responses also differentiate between these. Another finding is that the competence ‘to discuss’ mentioned in the curriculum has more specific forms, shown, for example, when the author works with definitions and specifies suggestions and conditions for improvements. The paper makes use of Løgstrup’s ethics of proximity in order to interpret and discuss the findings, especially the possibility of existential understanding as an ethical competence. Løgstrup’s idea that you may know better than your neighbour what is best for him/her is also interesting to relate to the findings about the ability to distinguish between suggestions concerning symptoms and causes. Can closeness but also distance be an advantage in ethics? Løgstrup’s philosophy can also be used as a resource for critical discussions of general national tests in ethics. References Løgstrup, K.E. (1997). The ethical demand. Notre Dame: University of Notre Dame Press. Osbeck, C. (in press). Ethical competences in pupils’ texts – Existential understandings and ethical insights as central but tacit in the curriculum. In O. Franck,& A. Lindskog (eds.). Assessment in Ethics Education – Perspectives with Special regard to National Tests in Religious Education in Sweden. Dordrecht: Springer. Tirri, K. (2003). The Moral Concerns and Orientations of Sixth- and Ninth-Grade Students. Educational Research And Evaluation: An International Journal On Theory And Practice, 9(1), 93-108.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_porathsjelisabeth_2008_1,
title = {Konfirmandernas bildningsresa: Ungdomars berättelser om sitt deltagande i konfirmandundervisning},
author = {Porath Sjöö, Elisabeth},
year = {2008},
language = {swe},
publisher = {Department of Education, Lund University},
abstract = {Popular Abstract in Swedish Under de senaste åren har det svenska samhället förändrats när det gäller dess förhållande till religion och till Svenska kyrkan. Från att ha varit en statskyrka fram till år 2000 och därmed tidigare tillhört enhetskulturen och varit en majoritets kyrka, är Svenska kyrka idag en kyrka som är fri från staten och verkar i ett mångkulturellt samhälle där många olika kulturer och religioner existerar tillsammans. Syftet med avhandlingen är att med ett bildningsperspektiv tolka ungdomars berättelser om sitt deltagande i konfirmandundervisning för att bidra till förståelsen av konfirmandtidens innebörder. Konfirmandverksamhet är en verksamhet som kan beskrivas ur många aspekter. Historiskt sett är den en verksamhet med lång tradition både som utbildningsverksamhet, som folklig tradition och som rit inom Svenska kyrkan. Det som kännetecknar verksamheten är bland annat att det finns en tydlig början och ett tydligt slut med en bestämd gammal ritual. Den ser vanligt vis vid en bestämd ålder, 15 år, det finns riktlinjer som utarbetats av Svenska kyrkan, det finns en stor oro för den sjunkande andelen ungdomar som konfirmeras, målen för verksamheten präglas mer av reflektion än av traditionellt lärande och deltagandet är centralt utan krav på kunskap och examination. Konfirmandundervisningen betraktas i denna avhandling ur ett bildningsperspektiv som utgår från människan som en helhet. Att konfirmandundervisningen sätts i ett bildningsperspektiv kräver en förklaring av bildningsbegreppet. Definitionen av ”bildning” avser bildning i betydelsen ”föreställningen att kunskapen, eller åtminstone viss kunskap, i grunden förändrar och utvecklar människan”. I bildningsperspektivet är den bärande tanken att individen förändras genom kunskap. Metaforen för bildning är resan som innebär att vi som individer lämnar det bekanta för att resa ut och möta det obekanta. När vi återvänder har vi ny kunskap som gör att vi möter det bekanta på ett nytt sätt. Med bildning avses en fri oändlig process som tar början i varje individs unika livserfarenheter. Avhandlingen har en hermeneutisk ansats som lyfter fram förståelse och tolkning som relevanta begrepp. Hermeneutiken syftar till att söka kunskap och förståelse för innebörder och intentioner som människor har. Inom hermeneutiken betraktas företeelser i sitt sammanhang. Före konfirmandtiden: När ungdomarna väljer konfirmation är valet inte bara ett val mellan att konfirmeras eller inte konfirmeras utan också om att välja läger eller att konfirmeras i den egna församlingen (eller någon närliggande). Väljer de församlingens konfirmandgrupp och arbetar enligt modellen ”de sjuttio stegen” så har de frihet att till en viss del påverka vilka tider som de har undervisning. Det är inte så många som uppger att de valt att konfirmeras på grund av möjligheten att få presenter. Istället är det vanligaste att det är en mängd olika faktorer som spelar roll, inte minst tradition och vad kamraterna gör. Konfirmandtiden: Ungdomarna är mer positiva till konfirmandundervisningen än vad de förväntade sig. De flesta berättar att de har haft upplevelser som de tyckt om och uppskattat. Ungdomarna berättade att de förväntade sig traditionell förmedlingspedagogik och ibland krav på ”utantill inlärning” istället har konfirmandundervisningen inneburit annorlunda och kreativ undervisning. Att få möjligheten till ett eget val, att själv välja konfirmation berättar ungdomarna är väsentligt. Efter konfirmandtiden: Ungdomarna berättar om olika erfarenheter från konfirmandtiden. Ungdomarna berättar att de upplever att de förändrats själva och att de förändrat sin relation till omvärlden. De har också ändrat sin syn på kyrkan och har i viss mån utvecklat en Gudsrelation. Många av ungdomarna har också tänkt sig att fortsätta i kyrkans ungdomsverksamhet och/eller som ledare. Förändringsmönster: I förändringsmönstret fördjupas tolkningen av konfirmandtidens innebörder som ungdomarna berättat om i intervjuerna. Alla ungdomarna berättar om att de har olika förutsättningar och har därför olika upplevelser från sin konfirmandtid. Konfirmandtiden är för ungdomarna en del av deras livsprojekt och konfirmationen betraktas av några av dem som en anhalt på vägen. Det finns ingen direkt koppling till förutsättningarna som de hade när de började konfirmandtiden eller den konfirmandgrupp de deltagit i. Sammanfattningsvis beskrivs konfirmandtiden som bildningsresa och några aspekter att lyftas fram. Ungdomarna berättar att det egna valet är viktigt för att konfirmandtiden skall bli en positiv upplevelse. Samtidigt är det svårt för ungdomarna att göra ett val om de inte har information om vad konfirmandtiden innebär. De flesta av ungdomarna berättar i intervjuerna att de trodde att konfirmandtiden skulle vara något annat än det de upplevde. Att ungdomarna blivit bemötta med respekt är något som de lyfter fram. När de talar om respekt handlar det både om hur de blivit bemötta av sina ledare och relationen mellan konfirmanderna. Exempel på situationer när ungdomarna berättar att de upplevt respekt är framför allt i samband med diskussioner. De berättar om att de både fått möjlighet att prata färdigt och bli lyssnade på och dessutom att de visat respekt mot andra genom att lyssna på dem. Ungdomarna berättar också om att de upplevt konfirmandtiden stimulerande genom att de fått möjlighet till kunskap genom ett eget utforskande. Att uppleva med flera sinnen har ungdomarna berättat om som något som de uppskattat. Detta är något som lägerkonfirmanderna berättar om i något högre grad än de andra som i någon mån fått tillfälle till detta i samband med de kortare lägren.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_sandbergkarin_2018,
title = {Att lära av det förflutna: Yngre elevers förståelse för och motivering till skolämnet historia},
author = {Sandberg, Karin},
year = {2018},
language = {swe},
publisher = {Mälardalens högskola},
keywords = {yngre elever; skolämnet historia; historiekultur},
abstract = {To learn from the past- younger pupils´ understanding of and motivation for history as a school subjectWhen pupils take part in schools´ history teaching they encounter a school historical culture, which is a part of society’s historical culture. Historical culture is here defined as the specific and particular way in which a society relates to its past. How pupils understand and motivate history as a school subject is a part of how they perceive society’s historical culture. This study examines younger pupils' historical culture based on Jörn Rüsen's defined dimensions of historical culture, which are: cognitive, political, moral, religious and aesthetical. The aim of this study is to examine younger pupils’ historical culture and how they perceive the historical culture they encounter in history as a school subject. In the study, the pupils´ historical culture is defined as the pupils' definition, perception and understanding of history, and primarily, of history as a school subject.The results show that all of Rüsen's five dimensions of historical culture become visible in the pupils’ expressed historical culture, albeit to a different extent. Both the cognitive and moral dimensions become visible in the pupils' main motivation for and understanding of history as a school subject: that they should learn from the past. The pupils say that they can learn from the major events and of peoples’ mistakes and achievements in the past. The pupils also believe that they can learn from the past on a practical level. They also emphasis that they need to learn from the past in order to understand the society they live in since it builds on the past. The pupils also express that school history has an entertaining aspect. They mainly emphasise the exciting and dramatic events in the past. The pupil’s historical culture appears to be homogeneous and mainly based on the teaching they received in history as a school subject, but also with an imprint from a social history culture with an interest in, primarily, World War II.The pupils primarily identify with the historical culture they meet through education at school, and mean that the history conveyed to them at school is the same as they encounter in society. The different historical cultural identities the pupils acknowledged that they belonged to seem to overlap and complement one another. The pupils trust the representations of history they encounter both inside and outside school.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_siitantoomas_2003,
title = {Die Choralreform in den Ostseeprovinzen in der ersten Hälfte des 19. Jahrhunderts. Ein Beitrag zur Geschichte des protestantischen Kirchengesangs in Estland und Livland},
author = {Siitan, Toomas},
year = {2003},
language = {deu},
publisher = {studio · verlag, Zehnthofstrasse 2, D-53489 Sinzig, Germany},
abstract = {The present thesis analyzes the reform of congregational singing in Livonia and Estonia in the first half of the 19th century. In this process the writings on the aesthetics of the congregational singing of a German pastor Johann Leberecht Ehregott Punschel (1778–1849) active in Livonia, and a chorale book (1839) that he edited occupied the central place. Punschel’s activities are directly associated with the protestant restoration movement in the first half of the 19th century, and his ideas pertaining to aesthetics are intelligible only when projected to the background of German publications of his contemporaries. But to the same degree his reform has also been influenced by the unique political and religious situation of Baltic provinces characteristic of which were the increasing ambitions for power of Russian Orthodox Church in the middle of the 19th century, the unusually high activity of the Herrnhut Unity of the Brethren (Herrnhuter Brüdergemeine), as well as the deepening of a national conflict between the Estonian and Latvian natives and the Lutheran church led by clergymen who had immigrated mostly from Germany. In this thesis the ideo-historical background of the historicistic reforms of Lutheran hymnals and chorale books has been investigated, as well as the motives for standardizing congregational singing. The situation of hymn singing before Punschel’s reform has been described on the basis of the local chorale books, printed and in manuscript, from the period of 1774–1831. The phenomenon of the “old way of singing”, its replacement with the “regular singing”, and the role of musical education in this process has been approached from the ethnohymnological perspective. In researching the genesis of the Punschel chorale book attention is paid to its models, the repertory of hymnal tunes, characterizing aesthetics, as well as its early reception. The issue of counteraction to this chorale book in Estonia has been treated as well: the activities of a German organist Johann August Hagen (1786–1877) who has worked in Tallinn led to the publication of an alternative chorale book. Hagen proceeded from the tunes and singing tradition of the Unity of the Brethren, widespread in the Baltic provinces. In these two different attempts of reform a paradoxical conflict between restoration and tradition appears. The successful chorale reform realized by Punschel and the 16 editions of his chorale book (1839–1935) is understood as the inculturation of the German tradition of protestant church singing in the spirit of the period of historicistic restoration.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sknbergdahlstedtami_2018,
title = {A Body of Accents},
author = {Skånberg Dahlstedt, Ami},
year = {2018},
journal = {Nordic Journal of Dance},
volume = {1},
number = {9},
pages = {44--51},
language = {eng},
keywords = {japansk dans; japanese dance; nihon buyo; dance practice; intercultural; kabuki.},
abstract = {Dance practice is often hidden inside dance studios where it is not available for dialogue or interdisciplinary critique. In this paper I will look closer at one of the accents my body holds, since the year 2000. To Swedish dance academies it is maybe the most foreign accent I have in my dance practice. It has not been implemented as ‘professional dance’ in Western dance studios. This foreign accent is called Nihon Buyō, Japanese dance, also known as Kabuki dance. Nihon Buyō, Nō or Kabuki are local performing arts practices for professional performers in Japan. A few foreigners are familiar with these practices thanks to cultural exchange programmes, such as the yearly Traditional Theatre Training at Kyoto Art Centre. There is no religious spell on the technique, or a contract written that it must be kept secret, or that it must not leave the Japanese studio or the Japanese stage. I will compare how dance is being transmitted in the studio in Kyoto with my own vocational dance education many years ago. Are their similarities to how the female dancer’s body is constructed? Might there be unmarked cultural roots and invisible originators to the movements we are doing today in contemporary dance? Dansutövandet hålls ofta dold innanför dansstudion där det inte görs tillgängligt för dialog eller tvärdisciplinär kritik. I denna text kommer jag att se närmare på en av de dialekter som min kropp har sedan år 2000. För svenska dansakademier är det kanske den mest främmande dialekten som jag har i min danspraktik. Den har inte implementerats som "professionell dans" i dansstudior i väst. Denna främmande dialekt kallas Nihon Buyō, japansk dans, även kallad Kabuki-dans. Nihon Buyō, Nō eller Kabuki är lokala scenkonstformer för professionella scenkonstnärer i Japan. Några få utlänningar känner till dem tack vare olika kulturutbytesprogram, till exempel den årliga traditionella teaterträningen, T.T.T., på Kyoto Art Center. Tekniken är inte belagd med någon religiös besvärjelse. Det finns heller inte några skrivna avtal om att den måste hållas hemlig, eller att den inte får lämna den japanska studion eller den japanska scenen. Jag kommer att jämföra hur dans kommuniceras och förs vidare i studion i Kyoto med min egen yrkesdansutbildning för många år sedan. Finns det några likheter i hur den kvinnliga dansarens kropp konstrueras? Finns det några omärkta kulturella rötter och osynliggjorda upphovskvinnor till de rörelser vi gör idag i nutida dans?},
issn = {1891-6708}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_tiradov_2024,
title = {Sexual and reproductive health and rights among newly arrived migrants in Sweden : knowledge gaps and healthcare challenges},
author = {Tirado, V},
year = {2024},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Introduction: Migration is one of today’s most pressing issues, especially concerning sexual and reproductive health and rights (SRHR) and human rights. Migrants may face heightened health vulnerabilities due to challenges such as legal status, language, and cultural differences, which can further restrict their access to sexual and reproductive healthcare (SRH) services in a new country. In addition to these challenges, newly arrived migrants in Sweden, especially the youth, face more significant risks of SRHR violations and experience greater inequities in accessing SRH services due to issues such as unfamiliarity with the Swedish health system, long waiting times, language barriers and costs. Another issue is that migrants in Sweden often delay accessing these services until it is critical, contributing to challenges such as late HIV diagnoses among this group. Aim: To identify the knowledge gaps and barriers affecting the utilisation of sexual and reproductive healthcare services and provide a comprehensive understanding of the identified challenges and needs related to SRHR among migrants in Sweden. Methods: Study I. Perspectives of Healthcare Providers - was a qualitative study involving midwives, nurses, and counsellors providing SRH services in Stockholm. This study aimed to understand their experiences and perspectives on barriers and their strategies for improving the provision of sexual and reproductive health to young migrants. Twelve interviews were transcribed and analysed using an inductive content analysis. Study II. Knowledge of SRHR-related laws - was a large anonymous cross-sectional survey conducted primarily at Swedish language schools (SFI) among over 6000 newly arrived migrants in Sweden during 2018-2019. This study aimed to assess factors related to incorrect knowledge of the Swedish abortion law and other key legal issues of SRHR among recently arrived migrants in Sweden. Descriptive statistics were computed, and multivariable logistic regression (including n=3,557 with complete answers for the question on the Swedish abortion law) was used for analysis. Similarly, Studies III and IV used the same primary survey data described above. In Study III, we aimed to assess sociodemographic differences and determinants of knowledge about condoms, contraception, and HIV to identify information needs on SRHR among recently arrived migrants, using descriptive statistics and multivariable logistic regression (n=3,433). In Study IV. Social and cultural norms on SRHR-related areas, we aimed to assess how sociodemographic factors have influenced recently arrived non-European migrants’ perspectives on gender norms, including eight statements on attitudes towards contraception and marriage (e.g. Contraceptives should only be available to those who are married). This cross-sectional study assessed the responses (n=4,473) using descriptive statistics, Kruskal-Wallis/Mann-Whitney tests, and logistic regression. Findings: Healthcare providers encounter numerous challenges in the provision of SRH services to young migrants, mainly due to a lack of awareness about SRHR among migrants, trust issues, language barriers, and the need for enhanced collaboration. To overcome these challenges, the providers proposed several suggestions and improvements, including how to build trust through cultural organisations, ensure consistent interpreters, integrate sexual and reproductive health services with wider healthcare networks, and establish direct connections with migrants in their communities (Study I). A lack of knowledge among newly arrived migrants regarding the Swedish abortion law and other SRHR-related laws in Sweden was found. The factors contributing to this incorrect knowledge were having religious beliefs, originating from a country with restrictive abortion laws, having lower education levels, and having a temporary residence permit (Study II). There is a lack of knowledge among women and younger migrants on the preventative measures of condoms against HIV, as well as those with low education levels and no previous sexual health education. We found that approximately 42% of the respondents were unaware that condom use could lower the risk of HIV infection, while surprisingly, 39% did not know that they could prevent pregnancy the use of condom. Migrants from South Asia and the Americas had particularly greater knowledge gaps on HIV, and more than half (64%) of the migrants expressed a need for more information on SRHR (Study III). The eight statements from the gender norms module on marriage and attitudes towards contraceptives were assessed individually, and differences in perspectives were mainly found among young age groups (15-19 years) and those aged 40 years or older. Short duration in Sweden and those without a residence permit were associated with decreased odds by 63% and 87%, respectively, to show supportive attitudes (i.e. access to contraceptive methods) related to the gender norms in the module. One-fifth (20%) of respondents strongly agreed that contraceptive use should be limited to married couples, and 11% believed that girls are ready for marriage after menstruation. Approximately one-third (30%) of the respondents selected don’t know or do not want to answer to the gender norms-statements on contraception and marriage. (Study IV). Conclusion: Engaging newly arrived migrants with sexual and reproductive health services in Sweden presents both challenges and opportunities. A primary obstacle is the limited awareness of SRHR, specifically on the legal aspects such as abortion and sexual consent, contraceptive methods, and HIV within the migrant community. Secondly, healthcare providers face difficulties fully or accurately translating sensitive information and establishing trust with this group. Healthcare providers recommended forming strategic connections with networks within migrant communities and employing experienced interpreters who can assist in communicating sexual and reproductive health services to young migrants in Sweden. There are considerable knowledge gaps among migrants about Sweden’s SRHR laws, which were found to be associated with factors such as religious beliefs, educational backgrounds, and legal status. Specifically, women and younger migrants had a limited understanding of SRHR topics, including HIV, highlighting a need for targeted educational interventions. Furthermore, there is an identified need for further research to explore the positive attitudes towards SRHR within migrant communities, especially among those who have recently arrived in Sweden, and how these can facilitate better engagement with sexual and reproductive health services.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_alotaibim_2004,
title = {The miswak (chewing stick) and oral health : studies on oral hygiene practices of urban Saudi Arabians},
author = {Al-Otaibi, M},
year = {2004},
language = {eng},
publisher = {Karolinska Institutet, Department of Dental Medicine (DENTMED)},
abstract = {The miswak, a traditional chewing stick for cleaning teeth, is made from the plant Salvadora persica. For religious and cultural reasons, miswak use is firmly established and widespread in Saudi Arabia and most other Muslim countries. Only recently has scientific evaluation of the miswak been undertaken. The aims of the thesis were: 1) to explore current oral hygiene habits and oral health awareness among urban Saudi Arabians in relation to age, gender and educational level (papers I and 11); 2) to compare mechanical plaque removal and gingival health after miswak use and toothbrushing (paper 111); 3) to compare the effect of miswak use and toothbrushing on subgingival plaque microflora (paper IV). In papers I and II, structured interviews were conducted with 1200 regular patients at two centres in the city of Makkah, providing dental care for university and military staff and their families, respectively. Consecutive patients were stratified according to gender and age, into 6 age groups from 10 to 60 years, with 50 male or female subjects in each group at each centre. Oral hygiene habits were correlated with the subjects' age, gender, and educational levels and analysed statistically by a generalized linear model and ANOVA. In papers III and IV, the subjects comprised 15 healthy Saudi Arabian male volunteers aged 21 to 36 years, attending the Dental Center at Al-Noor Specialist Hospital in Makkah City. A single-blind, randomised crossover design was used. The Turesky modified Quigley-Hein plaque and Löe-Silness gingival indices and digital photographs of plaque distribution were recorded in Paper III and in Paper IV plaque was sampled for DNA-testing. Inhibition zones around miswak material were examined on agar plates with Actinobacillus actinomycetemcomitans and the leukotoxicity of this bacterium was analysed in a bioassay with macrophages +/- miswak extracts (paper IV). In papers I and 11, 73 % of the subjects used a toothbrush and 65 % used a miswak daily. There were significant differences between genders and age groups, and between the centres. Regular miswak use was more prevalent among men (p<0.01), while women used a toothbrush more often than a miswak (p<0.05). For the majority (88%) of the individuals, oral hygiene began late, after the age of 7 yrs. Oral hygiene habits were strongly correlated to educational level (p<0.001). The miswak was preferred by less educated people. Tooth brushing started earlier among the better educated (p<0.001). In paper III, compared to tooth brushing, use of the miswak resulted in significant reductions in plaque (p<0.001) and gingival (p<0.01) indices. In paper IV, A. actinomycetemcomitans was significantly reduced by miswak use (p<0.05) but not by tooth brushing. These results were supported by the in vitro observations that extracts from S. persica interfered with growth and leukotoxicity of A. actinomycetemcomitans. It was concluded that oral hygiene practice is introduced very late, is strongly correlated to educational level, and that more women prefer toothbrushing to miswak use. It was further concluded that miswak use was at least as effective as toothbrushing for reducing plaque and gingivitis, and that the antimicrobial effect of Salvadora persica is beneficial for prevention/treatment of periodontal disease. There is clearly a need for further oral health education in Saudi Arabia. Because of its close association with Islam, maximum benefits may be achieved by encouraging optimum use of the miswak. Oral hygiene may be improved by complementing traditional miswak use with modem technological developments such as toothbrushing and by tailoring oral hygiene recommendations to educational level.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonirene_2020,
title = {Kunskapsområdet sexualitet och samlevnad i lärarutbildningen: En kartläggning av kursplaner och resonemang kring innehåll},
author = {Andersson, Irene and Liljefors Persson, Bodil and Olsson, Hans},
year = {2020},
language = {swe},
publisher = {RFSU & Malmö universitet},
abstract = {Denna rapport har som syfte att kartlägga kunskapsområdet sexualitet och samlevnad i svensk lärarutbildning 2016 med särskilt fokus på hiv, STI och SRHR. Resultatet visar att det finns skillnader mellan olika lärosäten, såväl i antal förekomster av indikatorer för kunskapsområdet i olika kurser som på olika utbildningsprogram och stadier. Flera lärosäten har kursplaner som skriver fram ett omfattande innehåll som rör kunskapsområdet sexualitet och samlevnad, medan andra lärosäten presenterar kursplaner med ett betydligt mer begränsat innehåll.I resultatdiagram synliggörs tydligt två kluster av indikatorer med höga antal förekomster i kursplanerna. Det ena klustret av indikatorer är etik, genus, demokrati, normer, normkritik, det andra värdegrund, barnkonventionen, mänskliga rättigheter, diskriminering och kränkande behandling. Dessa indikatorer förekommer vanligtvis i utbildningsvetenskapliga kurser på alla nivåer samt i olika samhällsorienterande kurser och i akademiska ämneskurser som historia, religionsvetenskap och samhällsvetenskap. Indikatorer som hivprevention, STI, graviditet och preventivmedel saknas helt i de undersökta kursplanerna, i både grundlärarutbildning och ämneslärarutbildning. De förekommer inte heller i biologi, naturkunskap eller i de naturorienterande ämnena för grundlärare i årskurserna 4-6.Utifrån kartläggningens resultat 2016 föreslås följande:1. Kunskapsområdet sex och samlevnad behöver ringas in så att åtminstone en slags baskurs innehållande moment som rör stora delar av indikatorerna i denna kartläggning kan konstrueras. Denna bör vara obligatorisk för alla blivande lärare.2. I enlighet med januariöverenskommelsen om att sex- och samlevnadsundervisning ska bli obligatorisk på alla lärarutbildningsprogram bör UKÄ lägga till ett examensmål, som behandlar kunskapsområdet sexualitet och samlevnad i examensordningen för lärarutbildningar för alla olika stadier inom den svenska skolan. Examensmålen bör omfatta såväl kunskap om och förståelse av sexualitet och forskningsbaserad undervisning, som färdighet och förmåga att undervisa om kunskapsområdet. (Ett examensmål om kunskapsområdet lades till i september 2020.)3. För att tillgodose god kvalitet och gedigen kompetens hos såväl lärarutbildare som lärarstudenter behövs kontinuerliga och fördjupade utbildningsinsatser.4. Ett nationellt centrum för kunskapsområdet sexualitet och relationer föreslås. Detta centrum bör vara ämnesövergripande och tvärvetenskapligt samt också fokusera på didaktik. Ett sådant centrum skulle kunna utgöra ett kunskapsstöd för lärarutbildningarna, särskilt under den inledande fasen, när sexualitet och relationer ska bli obligatoriskt och etableras på alla lärarutbildningar. Ett sådant centrum skulle öka möjligheten att alla lärarutbildningarna bygger upp och har tillräckligt hög kompetens inom kunskapsområdet. Ett nationellt centrum skulle dessutom vara ett stöd för verksamma lärare och skulle även kunna erbjuda fortbildning.5. För att utveckla kunskapsområdet sexualitet och samlevnad behövs ny och aktuell forskning som också kopplas till internationell pågående forskning. Denna forskning kan vara både ämnesinriktad och skolinriktad och av både kvantitativ och kvalitativ art.6. Den osäkerhet som lärare enligt Skolinspektionens rapport har när det gäller att undervisa om normer och om hbtq-frågor visar att lärarutbildningarna måste ha tydliga inslag som ger kunskaper om hur olika normer kan påverka och begränsa eleverna och även deras lärande.Avslutningsvis visar resultatet av kartläggningen från 2016 en bild av att kunskapsområdet sexualitet och samlevnad förekommer i alla programutbildningar för blivande lärare. Dessutom visar kartläggningen hur kunskapsområdet uttrycks i kursplaners olika delar genom förekomsten av antalet indikatorer enligt konstruktiv länkning. Tillsammans med de sex förslagen på åtgärder ovan kan därmed kartläggningens syften anses vara uppnådda.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_blumiisa_2023,
title = {Bir Kadim Arap Metropolü San’â’},
author = {Blumi, Isa},
year = {2023},
journal = {Derin Tarih},
number = {24},
pages = {128--133},
language = {tur},
keywords = {ottoman empire; islam; yemen; sana; trade; international relations; internationella relationer; middle eastern languages and cultures; mellanösterns språk och kulturer},
abstract = {Today the largest and most populous city in Southern Arabia, Sana’a has been continuously inhabited for at least 2,500 years. Situated in a fertile basin over two thousand meters above sea level, the city remained economically and politically important over millennia because it sits on a major communication axis linking the mountains and rich fertile valleys of larger Yemen with the Horn of Africa and the Indian Ocean. Considered the ancestral heartland of the Arabs, the recognized Islamic heritage of the city allowed it in 1984 to become a recognized UNESCO World Heritage Site. With its 14-meter-tall walls surrounding the inner core of the city, a maze of over 6000 still largely intact multi-story tower houses makes Sana’a unique in the world. Its famous skyline consists of family homes that are at least five, if not eight or nine stories high. Along with these homes, the diverse Muslim population was serviced by more than 100 mosques (and associated evkaf properties) and 14 communal baths (hammams), all built before the 11th century.Reflective of its continued importance to the larger region, the city has seen regular additions to its main administrative and religious studies infrastructure. For instance, the main gates outsiders use to enter Sana’a, the northern Bab al-Shaub and south-facing Bab Al-Yaman, date to the first Ottoman occupation in the 16th century. The highlight of the Islamic city, however, is the Great Mosque (originally built in 633), a short walk from the Bab Al Yaman. A magnificent amalgamation of architectural styles tracing back to the period of the prophet Muhammad, the Grand Mosque’s centrality to the development of Islam as a global religion is confirmed by archeological findings on its grounds and surviving scriptures found in its walls. This includes a famous, so-called Sana’a’ palimpsest, that scholars determine to be one of the oldest Quranic manuscripts. It conjoins non-Islamic fragments with early renditions of verses pre-dating the Holy Qur’an’s codification during the Uthman caliphate. The Great Mosque remained the largest in the city until the construction of the Al Saleh Mosque by the President of a unified Yemen in 2008, Ali Abdallah Saleh.The survival and regular investment in refurbishing the Great Mosque points to the city’s key political and cultural role in the larger region. Along with the resulting unique urban characteristics is a corresponding migration of scholars and craftsmen over the centuries. The resulting communities drawn to the city over the ages reflects in the architectural patrimony that eventual gave each neighborhood its special connection to the diverse religious groups calling them home. This diversity of Muslim constituencies goes back to when the Prophet Muhammad sent his first delegation, led by his nephew ʿAli. The significance of ‘Ali’s delegation highlights the region’s importance to the early Muslim umma in Mecca, including the fact that Abraha, a Christian Yemeni king during the lifetime of Muhammad’s grandfather attempted to invade Mecca. More, Yemen’s Sassanian governor became an early convert to Islam, a choice many in Sana’a made after Ali’s delegation brought the Prophet’s message.The growth of conversions within the first decades translated into a renewed political importance of the city as key families patronized the greatest scholars of the time. The resulting migrations of Muslims seeking an Islamic education there, including ʿAbd al-Razzāḳ b. Hammām b. Nāfī, (b.744-d. 827), apparently of Persian origin, correspond with the Sana’a’s incorporation into the imperial ambitions of most of the great Arab Muslim medieval states. During these occupations by empires originating in Egypt or Syria, a critical role of Sana’a’s Muslim scholars played in shaping the larger Islamic world included their outward migration, spreading various Sufi and early Shi’a traditions to the larger Indian Ocean. Already during the reign of the Umayyad Caliph al-Muʿawiyya, for instance, Yemen would be divided into two regions with the north centered around Sanaʿa. Within this administrative frame, the city’s political and economic elite, the primary patrons of Ismaili, Zaydi and Shafi’ scholarly traditions, thrived. This continued during the transition to the Abbasid caliphate and by the mid-9th century, a local dynasty of the Yufirids (847-997) took control of the neighboring highlands, helping incubate Sana’a even further from the larger doctrinal tensions experienced in the rest of the Arab Muslim world.At the beginning of the 10th century, the leader Yahya ibn al-Husayn established a Zaydi imamate in the northern highlands of Yemen that resulted in centuries of co-habitation between Zaydi scholars-cum-political leaders and outside powers. With the incorporation of Sana’a by the Fatimids (1047-1099), the sultans of Hamdan (1099-1173), the Ayyubids (1173-1230) and then the Rasulids (1230-1381) all accommodated the thriving Muslim diversity that remained in the city. Indeed, during the occupation of Fatimid Egypt large numbers of Ismailis settled in Yemen contributing to a sharp codification of distinctive Shi’a traditions that lasted until the middle of the 15th century, an era when Sana’a was directly administered by Zaydi imams. By the time of the first Ottoman occupation in the mid-16th century, Sana’a established itself as the primary vehicle for the Shiʿa Zaydi legalism (entirely detached from the emerging Twelver Imamiyyah Shiism that was the Safavid Empire’s official religion), one that cohabitated with Shafiʿi Sunnis to produce a dynamic society impervious to the sectarianism afflicting Yemen today. Still a thriving metropolis by the 16th century, larger Yemen’s importance to the global economy made securing political accommodation from Sana’a’s cultural and political elites essential for representatives of the Dutch, Portuguese, Mamluk and then Ottoman states. This helped once the Ottomans withdrew in 1630 due the rebellion of the Zaydi Al-Mansur al-Qasim for Sana'a to become the seat of an independent Imamate that ushered in a long period of prosperity for the city’s inhabitants. This is best reflected in the quality and quantity of buildings from that time. Indeed, most of the architecture still standing in the city dates from this period, suggesting a deeply rooted society with family networks assuring Sana’a’s diverse Islamic heritage continued well into the twentieth century. Among the most famous scholars to emerge from this period was al-Shawkani (1759–1834).Unfortunately, much of the city’s historic core has been overwhelmed by modernization beginning in the 1970s, a period after the decade-long war that began with the overthrow of the last Zaydi Imam from this era. Following a pattern of urban and demographic sprawl seen elsewhere in the world, the city’s population grew from about 55,000 in 1970 (more or less the same number of inhabitants during the second period of Ottoman administration that lasted from 1872 to 1918) to 1.7 million by 2004. Accounting for this sprawl was the influx of uprooted peasants from the countryside impacted by frequent violence in South Arabia. The resulting demographic expansion of the city well beyond its historic limits has change the religious function of the city.The city’s limited natural resources—especially water and space for movement—shapes the sectarianism recognized since the 1980s. Despite the earlier noted tradition of ecumenical co-existence, the first wave of Yemenis moving to Saudi Arabia in search for work converted to their Saudi host’s Hanbali values. Their acquired intolerance thanks to the issuance of fatwas by Saudi-backed communal leaders like Muqbil bin Hadi al-Wadi'i led to open conflict in Yemen after Riyadh deported over a million Yemenis in 1991 because of Iraq’s invasion of Kuwait. With Yemen’s explosion of Saudi-backed “jihadism” mediated by the expansion of Muslim Brotherhood affiliated scholars like Abdul Majid al-Zindani, Sana’a became a city internally divided by competing networks of mutually hostile Muslim communities.Crucially, the expansion of influence of some so-called Salafist groups by the late 1990s would serve the Yemeni government in a series of attempts to subdue political rivals both within and beyond the city. Known as the civil wars between the government of Ali Abdallah Saleh and former leaders of South Yemen in 1994 and the Sa’adah Wars that lasted throughout the 2000s, the state increasingly pitted inhabitants of the city against each other along sectarian lines. This impacted who lived in the city.Because of growing sectarianism backed by the Yemeni state, old Sana’a families abandoned their houses in the historic center, leading to a shift of most of the shopping, educational, entertainment, banking, and government services beyond the old city walls. Lower income Yemenis moved into the old city, making conditions deteriorate further. Over the course of these devastating internal conflicts, the Saleh government experimented with dividing the administrative power of the city to so-called Local Councils in 2002. According to the Saleh government, these councils would offer a stabilizing mechanism that could supplant the authority of the government over now massive neighborhoods emerging since the waves of migration to the city. Negotiated at a time of duress, Saleh’s experimentation with allowing political parties formally displaying Islamic social and cultural agendas to thrive helped the national government contain the growing presence of refugees from the Zaydi regions north of Sana’a. The government’s offer to transfer some administrative and financial functions over to friendly Salafist political parties thus proved a tactic aimed protect the regime from opposition. Unfortunately, the allocation of resources and tax revenue to polit}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2021,
title = {Images of Christianity in textbooks for the Swedish compulsory school and the mission to conduct a cultural legacy},
author = {Carlsson, David and Liljestrand, Johan and Thalén, Peder},
year = {2021},
language = {eng},
keywords = {innovative learning; innovativt lärande},
abstract = {The objective to teach Christianity is stated in the Swedish national syllabus since the very beginning of compulsory school. Initially, teaching proceeded from the Lutheran catechesis; a mission successively replaced by biblical studies and later developed into (Lutheran) Christianity as being part of non-confessional “Religious Studies” (Religionskunskap). However, the mission to pay certain weight to Christianity has survived, although in a new and secularized Swedish context. The privilege of Christianity is today instead motivated by its cultural position rather than from a religious rationale, and the ambition to conduct a cultural legacy. We will approach how Christianity is depicted in compulsory school by analysing currently used teaching books. This will be done within the frame of educational research, more specifically subject didactics. The purpose of our paper is to describe and problematize the depiction of Christianity in Swedish textbooks for Swedish compulsory Religious Studies.Nine national and prominent textbooks for the lower secondary school has been selected. Using discourse analysis (Fairclough 2003; von der Lippe 2011), dominating patterns will be revealed and related to broader discourses in society, within and outside Sweden. Our preliminary analysis shows that Christian doctrines are highlighted without relating them to religious practice, resembling a teaching tradition of presenting doctrines as demarcated facts; Christianity is further presented foremost in terms of church history which relate to an idea of religions as old entities carried by traditions from the past; the teaching books also tends to connect the teaching of Jesus with modern, protestant liberal theology.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_grlingtommy_2009,
title = {Impact of Performance of Out-of-Home Activities on Affective and Cognitive Subjective Well-Being},
author = {Gärling, Tommy and Gamble, Amelie and Jakobsson Bergstad, Cecilia and Friman, M and Olsson, Lars E. and Ettema, D.},
year = {2009},
journal = {IAREP/SABE konferens "Behavioural Economics, Economic Psychology: Theory and Policy", Halifax, Nova Scotia, Canada July 7-11 2009.},
language = {eng},
abstract = {Research shows that at an individual level, both affective and cognitive subjective well-being (SWB) are partly related to stable, possibly genetically determined personality traits. Other research demonstrates that SWB depends on life circumstances. For instance, indivduals with a higher income tend to have a higher SWB, although SWB does not seem to increase in proportion to increases in income over time. Previous research also provides evidence for the impact activity participation has on SWB. In contrast to life circumstances “happening” to people, performance of activities requires effort, and it has been asserted that performance of activities therefore add to SWB by being instrumental in achieving life goals (cognitive SWB). Performance of activities also lead to enjoyable affective experiences (affective SWB). Previous research has targeted activities that people themselves choose because they feel the activities are important to them. In the present study we investigate the impact on SWB of frequent out-of-home activities which people perform because of obligations, needs, or desires. The extent to which performance of such out-of-home activities increase or reduce SWB would be an important input to societal cost-benefit analyses of policies. In a survey of a population-based sample of 1,330 Swedish citizens, we examine the relationships between affective reactions to performing out-of-door activities (work or school; purchase of non-durables; other purchases; participating in sports, exercise or outdoor activities; participating in hobby, religious, course or club activities; visiting relatives or friends; visiting restaurant, café or entertainment/culture events; picking up or leaving children at school or day-care centre; participating in children’s leisure activities) and their impact on weekly affective SWB, global affective SWB and cognitive SWB. Multiple linear regression analyses yielded effects on SWB of socio-demographic variables (sex, age, income, education, urban vs rural residential area, marital status, children, and employment) consistent with previous research. Most variance was accounted for in cognitive SWB (7%), next most (3%) in global affective SWB and least in weekly affective SWB (2%). In contrast, reported affective reactions to performing the out-of-home activities in the previous week accounted for most variance (30%) in weekly affective SWB, next most (21%) in global affective SWB, and least (12%) in cognitive SWB. The effects of performance of activities on cognitive SWB were fully mediated by global affective SWB and the effects on the latter partially mediated by weekly affective SWB. Approximately 1% to 3 % of the variance in SWB accounted for by the sociodemographic variables was mediated by the affective reactions to performing the out-of-home activities. Taken together the results demonstrate how much more relative to life circumstances SWB depends on enjoyment in performing everyday activities. Furthermore, even though activities or episodes representing enjoyable peak events are better remembered by people and therefore has a positive impact, enjoying the hassles of everyday life appears to also have an important impact on SWB.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_helgessonalf_1994,
title = {Church, State and People in Mozambique: An Historical Study with Special Emphasis on Methodist Developments in the Inhambane Region},
author = {Helgesson, Alf},
year = {1994},
language = {eng},
publisher = {Swedish Institute of Missionary Research, Uppsala},
keywords = {inhambane; mozambique; protestant mission; catholicism; methodist episcopal mission; migrant labour; forced labour; resistance; portugalization; africanization; liberation; frelimo; missionary studies; missionsvetenskap; studies of missions},
abstract = {King Ngungunyana was the lord of the mighty Gaza Empire, covering most of the interior Mozambique south of the Zambezi and parts of present Zimbabwe, when the Portuguese in 1885 were requested by the Berlin Congress to accelerate their colonization. The small enclaves around certain port towns were no longer sufficient, in order to claim the territory as one's colony. "Effective occupation" was the new precept, leading very soon to conflict with King Ngungunyana and, in 1895, the defeat of the Gaza Empire. Thus began Portugal's factual colonization of Mozambique.A few years earlier, Protestant missionaries of the American Board of Commissioners for Foreign Mission bad attempted to begin mission work within the Gaza Empire. Although invited by the King, the effort failed and the missionaries settled near the town of Inhambane, within the Portuguese realm.Catholic Missions, which had been successful during the previous centuries, had ceased to function in all Mozambique, as Religious Orders bad been prohibited since 1834. Seemingly, the arrival of Protestants to Inhambane and also to Lourenço Marques, however, stimulated the Catholic Church into action, and around 1890 new Missions were established "to combat the Protestant propaganda". Meanwhile, the American Board missionaries withdrew, and from 1893 we find American Methodists working in their stead.Part Two of the dissertation deals with the time of the Republic in Portugal, from 1910. Strongly anti-clerical, the Republicans enforced the separation of the Church from the State. This led to difficult times for the Catholic Missions in Mozambique, while it facilitated, somewhat, the task of the Protestants. However, the urge to "civilize the natives" gradually made the Republicans accept the Catholic Missions as "civilizing factors". The spirit of this period allowed for the development of the first Independent African Churches in Mozambique, as well as a first African attempt at political independence.Part Three, 1926-1960, pictures the firmer political grip of "0 Estado Novo", under dictator Antonio Salazar. Forced labour and oppression were the lot of the people, and the Portuguese Catholic Church became the "spiritual arm of the State". "Portugalization" was the new formula. This placed all education of the Africans into the bands of the Catholic Missions, simultaneously closing all Protestant village schools. The period is characterized by a "tug-of-war" between Catholics and the Protestants, who survived by experimentation with new methods and, paradoxically, grew in numbers.The final part of this dissertation, 1961-1974, deals with the Liberation Struggle of FRELIMO, and the Portuguese response. The Portuguese Catholic Church was still, unfailingly, supporting the political regime and its war efforts. Gradually, a growing force of opposition within the Church became courageously active. Meanwhile, Protestant Missions prepared for the future by "africanizing" their structures, and some were made to suffer for alleged subversion, before the "Carnation Revolution" in 1974 put a sudden end to war activities.I suggest that several elements within the Church history of Mozambique contributed to the negative attitude towards religion, which was displayed by FRELIMO during the first years of independence.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_johnia_2010,
title = {Screening for intimate partner violence in healthcare in Kano, Nigeria : barriers and challenges for healthcare professionals},
author = {John, IA},
year = {2010},
language = {eng},
publisher = {Karolinska Institutet, Department of Global Public Health (GPH)},
abstract = {Background: Though there has been increased advocacy for screening for Intimate partner violence (IPV) in healthcare over the past decades, data from developed country context suggest that only one in ten healthcare providers routinely screen for this phenomena suggesting barriers. Knowledge on the screening activity, with regard to IPV, and related barriers among healthcare providers in Sub-Saharan Africa is lacking. Aims: The aim of this dissertation is to scrutinize provider-related as well as client related barriers to screening for Intimate Partner Violence in healthcare in the Sub-Saharan African context, using data from healthcare facility in Kano, Northern Nigeria. Methods: The cross-sectional studies were based on three questionnaires assessing readiness to screen and screening activity, satisfaction with care and preferences for screening among patients. Domestic Violence Health Care Provider Survey Scale was utilised to measure healthcare providers readiness to screen for IPV as well as actual screening activity (Study I-III).Structured interviews were conducted with women attending the General Out-patient department, maternal and child health clinics of the participating hospital to probe their preference for screening and their satisfaction with care using the pyramid patient questionnaire (Study IV). Data were analysed using relevant univariate and multivariate statistical methods. Results: The instruments utilised illustrated a stable structural validity (study I) and internal consistency (Studies I, II, III & IV). Barriers to screening were eminent both from the provider and the client perspective. Majority of Health Care Provider (HCP) did not inquire about the possibility/occurrence of IPV from their clients (74%) and scored on average moderately on readiness to screen indicator (i.e. self-efficacy, system support, attitudes towards screening, professional roles and victim/provider safety subscales) suggesting barriers (Study III). Readiness to screen for IPV as well as screening for IPV was associated with several demographic and occupational characteristics of the healthcare provider (Study II). Social workers perceived a higher self-efficacy and a better support network to refer victims of violence than other professions. Gender and profession were significantly associated with blaming the victim with males and doctors less likely to blame the victim. Age, ethnicity and profession impacted significantly on professional roles related to screening for IPV where younger care providers, of Yoruba ethnicity and social workers were less likely to perceive conflicting professional roles related to screening than older providers, of Hausa ethnicity and doctors respectively. HCP from the Yoruba ethnicity were more likely to inquire about the possibility of IPV among their clients than peers from other ethnic affiliation (Study III). Majority of Women had a preference for being probed about IPV in healthcare (76%) while 20% regarded such inquiry as unacceptable. However, only 7% of the interviewed women had been probed on the possibility of IPV. Women of Hausa ethnicity (9%) and Islamic religion (8.2%) were more likely to have been screened for IPV during their latest contact. Participants who had been probed on IPV expressed a higher satisfaction with care than peers who had not been probed. (Study IV). Conclusion: There remain barriers to screening for IPV as expressed in the moderate scores of readiness to screen as well as actual screening statistics. Occupational and socio-demographic characteristics of HCP may account for differences in readiness to screen as well as actual screening activity, warranting interventions e.g. training, education and policy interventions. From the clients perspective, majority preferred being probed about IPV in healthcare. Moreover, women who had been screened expressed a higher satisfaction with care than colleagues who had not. These findings warrant introduction of routine screening in healthcare settings in this region. The ethnic and religious disparities in screening for IPV warrant further investigation.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2016_1,
title = {Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics},
author = {Osbeck, Christina and Franck, Olof and Lilja, Annika and Sporre, Karin},
year = {2016},
journal = {ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics},
language = {eng},
abstract = {The aim of the symposium is to present findings from the EthiCo project: “What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school”. The focus of this symposium is varieties of conceptions of ethical competence displayed in pupils’ responses to national tests in ethics. In Sweden, ethics is a part of the subject religious education (RE). The discussion about compulsory schools teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth pupil in grade nine is evaluated every year as having/not having an acceptable knowledge of ethics. It may be questioned whether it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. Additionally, the testing stresses the question of what constitutes relevant knowledge in this field, a question which to a large extent has been absent in research. The purpose of the EthiCo project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and to ethical theory, as potential educational content in compulsory school. Attention is paid to perspectives from different curricular levels, such as the experiential level (pupils’ perspectives; tests and interviews), the instructional level (interviewed teachers), and the institutional level (samples of supranational policies and national curricula) (e.g. Goodlad & Su, 1992; Bråten, 2009). The four ethical theorists, chosen to shed light upon the conceptions gained through the empirical analyses, are Martha Nussbaum, Knud Ejler Løgstrup, Seyla Benhabib and Peter Singer, representing various ethical traditions. In this symposium, pupils’ responses to four out of seven tasks in the 2013 National Test have been analysed in the light of the ideas of one of the theorists above. Three of the analysed tasks are designed for 12-year-old pupils and one for 15-year-old pupils. The four tasks concern victimization, the use of ethical concepts, the solving of an ethical dilemma and the death penalty. Concerning the pupils’ responses to ethics tasks, the overarching research questions are 1) What conceptions of ethical competence do the answers express? 2) Do they express other conceptions of ethical competence than the ones in the assessment instructions and curriculum? In a previously conducted analysis of 15-year-old pupils’ responses to another task in the test, about forgiveness, an ethical competence tentatively labelled “ethical insight” or “existential understanding” was identified, in addition to the ones mentioned in the Swedish curriculum (Osbeck, in press). In the curriculum, normative, analytical and verbal (conceptual as well as argumentative) competences can be identified (Sporre, in press). Crucial questions concern both qualities in responses of the pupils for which they are not given credit, since the competence seems to be absent from the assessment instructions, and qualities that are not acknowledged since the stated competences are not sufficiently specific. In the latter cases, previous analyses point towards the normative competences as a difficult area because it is unclear whether there are requirements of content-specific kinds in the curriculum while, for example, teachers give altruistic values priority over egocentric values (Osbeck, Franck, Lilja & Lindskog, 2015). In the symposium, the analyses of the four papers differ slightly in relation to each other, but since these kinds of analyses are rare, the approach is deliberately explorative. The fruitfulness of the different kinds of analyses will be discussed in the symposium. In terms of visualised conceptions of ethical competences, an important discussion can be pursued in relation to analyses of curricula in other countries. Particular attention will be paid to perspectives from Iceland, Namibia and South Africa.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonmikael_2019,
title = {Completed PhD. Inte bara musik.: Om elevers positionerande i grundskolans musikklassrum},
author = {Persson, Mikael},
year = {2019},
journal = {NNMPF 2019},
language = {swe},
keywords = {music pedagogy; music education; discursive psychology; discourse analysis; conversation analysis; positioning theory; secondary school; gender; social constructionism.},
abstract = {Den första delen av titeln pekar på både ett resultat av avhandlingen och en kritisk utgångspunkt på samma gång. Musik har återkommande i kulturstudier, såväl som i skolans läroplan och i musikpedagogisk forskning, pekats ut som mycket intimt förknippad med vad som brukar kallas för identitetsskapande i bred bemärkelse. Försök att inom mer formell utbildning närma sig ungdomars intresse för musik, i syfte att skapa högre grad av motivation hos eleverna, har återkommande resulterat i att populärmusik, i en vidare mening, likställts med ungdomars musikaliska vardagskultur. Att populärmusik i en bredare bemärkelse likställs med ungdomars vardagskultur kan också vara en förklaring till att populärmusik i mycket hög grad präglar den musik som spelas i den svenska grundskolans musikklassrum. I min avhandling har jag istället haft ambitionen att undersöka elevers positionerande i musikklassrummet utan att på förhand utgå från att musik utgör en väsentlig del av densamma. I förlängningen är min förhoppning att studiens resultat ska kunna bidra till att fördjupa och ytterligare komplicera den musikpedagogiska forskningen som rör maktrelationer i musikklassrummet och som i sin förlängning syftar till att skapa mer likvärdiga förutsättningar för elever i alla musikklassrum.Det finns i nuläget en förhållandevis stor mängd studier som säger något om olika potentiella positioner som aktualiseras i grundskolans musikklassrum. Olikheter mellan eleverna beskrivs inte sällan utifrån antaganden om olika förutsättningar att medverka i musikundervisningen, och operationaliseras utifrån deras olika förkunskaper i musik. Eleverna positioneras också som olika beträffande deras musikintresse både utifrån genre och instrument. Inom vad som går under benämningen garagebandsundervisning antas både att eleverna har ett intresse att musicera och att de bär på en informell kompetens att lära sig musicera själva. Eleverna beskrivs också som olika konforma i grundskolans klassrum, något som beskrivs som ett utfall av olika grad av insocialisering i skolans normsystem. Flera av dessa olika positionera diskuteras också återkommande utifrån mer generella positioner kopplade till social klasstillhörighet eller kön. En del av dessa studier har sitt huvudsakliga material hämtat från deltagande observationer av interaktioner i musikklassrummet, men det finns inte många studier som gör detaljerade analyser av elevernas interaktioner. En position i den här avhandlingen ska alltså läsas som socialt skapad, fragmentarisk, och föränderlig. Positioner skapas i interaktion elever emellan i undervisningssituationen och görs så med hjälp av olika retoriska resurser som eleverna har att tillgå. Dessa resurser kan både vara direkt språkliga och bygga på en sekventiell analys av interaktionen, vilket är inspirerat från samtalsanalysen, men också utgöras av referenser som hämtas från olika etablerade diskurser som bidrar till att positionera eleverna på olika sätt. Slutligen är positionen också fragmenterad vilket innebär att den inte på något sätt beskriver en helhet, utan snarare en aspekt i vilken eleven själv framträder som annorlunda i relation till andra elever i musikklassrummet.För att förstärka möjligheten att säga något om musikens betydelse i ungdomars positionerande har jag valt att designa studien som en fallstudie med stor variation avseende elevernas på förhand uttryckliga musikintresse. också designen av studien göra det möjligt att studera detta. Jag har identifierat två olika musikklassrum från två olika skolor för att sedan kunna jämföra resultaten dessa emellan. Eleverna i det ena skolan, som jag valt att benämna Musikprofilskolan, har själva valt mer musik på schemat. De har också gjort ett inträdesprov för att komma in på skolan och därmed visat att de kommit upp till en tillräcklig nivå vittnar också om att deras intresse varit någorlunda ihållande över tid. Eleverna i den andra skolan, som jag benämnt Centralskolan, har snarare valt den närmsta skolan i bostadsområdet och därmed inte aktivt identifierat musik som viktigare än andra ämnen. I övrigt liknar skolorna varandra. Med vad som kan kallas deltagande videoetnografi har jag vidare dokumenterat undervisningen under en termins tid, transkriberat och tematiserat materialet utifrån vad som framträder som centralt för elevernas positionerande i de båda musikklassrummen. Vidare har jag i detalj analyserat utvalda sekvenser med hjälp av analytiska verktyg hämtade framför allt från samtalsanalys och diskurspsykologi.Elevernas positionerande påverkar deras delaktighet i musikaliska praktiker i musikklassrummet och detta sker på olika sätt i de olika musikklassrummen. I Centralskolans musikklassrum utgör konformitet en mer eftersträvansvärd position än rebellen vilket skapar goda förutsättningar klassrumsmanagement. I Musikprofilskolan är det mer accepterat och nästintill påbjudet att säga ifrån och vara ifrågasättande snarare än att vara konform. I Centralskolan skämtar eleverna återkommande om obildade som företrädesvis finns utanför musikklassrummets väggar, vilket skapar ett mer sammanhållet vi bland eleverna, ett ”vi som är bildade”. Samtidigt är humoristen en position som är mer tillgänglig för pojkarna i klassrummet, vilket skapar utrymme för kreativitet och att utmana normativa förväntningar i klassrummet. Självsäkerhet måste ibland Centralskolans elever maskeras för att inte riskera att falla över i skrytsamhet, en risk som inte återfinns alls bland eleverna i Musikprofilskolan. Att uttrycka sig rationellt och undvika spår av emotionalitet är väsentligt bland eleverna i Centralskolans musikklassrum, medan emotionella uttryck, då i synnerhet upprördhet och ilska, återkommer bland eleverna i Musikprofilskolan, något som tycks premiera pojkars möjlighet att få handlingsutrymme i deras ensemblespel.Sammantaget påverkar elevernas positionerande deras förutsättningar för undervisning i termer av kamratlärande, klassrumsmanagemen och garagebandsundervisning. Det är också min övertygelse att en bättre förståelse av vad som står på spel i elevernas positionerande i musikundervisningen skapar bättre förutsättningar att på allvar utmana och förändra maktstrukturer i klassrummet i syfte att skapa en mer jämställd och jämlik musikundervisning. För att uppnå detta tror jag att mer samtalsanalytiska angreppssätt kan vara fruktbara vilket inte heller används i så hög utsträckning tidigare inom det musikpedagogiska fältet.Den här avhandlingen har bland annat visat på skillnader i elevers positionerande i musikklassrummet beroende på i vilken grad musik står på spel för dem eller inte, i vilken kön har framträtt som en väsentlig kategori för elevernas positionerande. På motsvarande sätt vore det intressant att gå vidare med att studera elevers positionerande i olika musikklassrum i vilka positioner förknippade med exempelvis klass, etnicitet, sexualitet, funktionsvariation, religion aktualiseras.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_rantalaanna_2023,
title = {Controversial issues in preschool principals’ leadership},
author = {Rantala, Anna and Ahlström, Björn and Leo, Ulf and Larsson, Magnus and Poromaa Isling, Pär},
year = {2023},
journal = {ECER 2023 Programme},
language = {eng},
abstract = {This paper highlights the concept of controversial issues in preschool principals’ everyday practice. Controversial issues are something that teachers and principals have to address more frequently in schools and preschools in recent years (Council of Europe, 2017). One explanation for this development might be, according to the Council of Europe, that teachers and principals are working in a rapidly changing global environment. For instance, we have had a worldwide pandemic, conflicts in the surrounding world that increase migration, an ongoing climate crisis and a fast technological development that create insecurities. This development calls for a readiness capacity on the organizational level but also a leadership that is sensitive and able to identify controversial issues that arise in preschools today and tomorrow.When reviewing research on controversial issues in preschools and schools it is evident that the main focus is directed toward teachers and their practice, i. e. on how they teach in relation to topics that are perceived as controversial in an educational setting (see e.g. Bautista, isco & Quaye, 2018; Sætra, 2019). Further, research on how controversial issues are perceived and dealt with from a principal’s perspective is scarce. The concept of controversial issues is not easily defined and there is no uniform definition of the concept. In this study we use a definition that controversial issues are all issues that create tension or disputes on an organizational and/or societal level such as, for example, segregation, migration, equality, religion, sexuality and gender which may be difficult to know how to handle and/or respond to (Council of Europe, 2017).As described above, controversial issues are topics that is difficult to handle and sometimes there are no easy solutions or clear paths for the principal in order to deal with or in the process of deciding what to do. In other words, these issues could be described as professional dilemmas for the principals. A dilemma can be defined as a situation where values, obligations and/or commitments collide or conflict and there is, for the involved actors, no obvious right way to do or act (Honig, 1994, 1996). In order to describe and understand these professional dilemmas the concept of dilemmatic spaces is used. A dilemmic space can be understood as a landscape of interactions between different actors within a specific social setting and where frictions in relation to societal and professional norms and values manifest (Olsson, 2022). Through the concept of dilemmatic space, actors, norms, values and action patterns can be framed which can affect how principals are positioned or position themselves, which in turn affects their leadership practice. In this paper we understand the concept of dilemmatic space as being relational and dialectic (Fransson & Grannäs, 2013). This means that not only people are positioned based on their standpoints and their moral positioning but also in relation to various norms, values, patterns of action, decisions, rules, roles and functions are related and positioned in relation to each other, and these positions creates a space, an area where dilemmas might occur that principals have to deal with (Fransson, 2012; Fransson & Grannäs, 2013).The aim of this study, which has an exploratory point of departure, is to analyze the controversial issues and discuss in relation to dilemmatic spaces. This is done by focusing on which issues preschool principals experience and articulate as controversial in their practice. Further, why these issues are perceived as controversial and how the principals are affected by them and how they position themselves or become positioned and what space they can operate in when trying to deal with them.Methodology, Methods, Research Instruments or Sources UsedThis study is part of a larger project, CVIL (ControVersial Issues in Leadership), that aim to study controversial issues in Swedish (K-12) principals’ everyday practice. Within the project’s first stage 29 interviews with principals were conducted, seven of these were with preschool principals and are used as the data set in this paper. The interviews were semi-structured (Bryman 2012) and the principals within the study were from different contexts (in relation to socio economic context, rural/urban settings etc.). In addition, some of the interviewed principals had worked as leaders for some time and others were relatively new in their position. Five researchers, connected to the project, conducted semi-structured interviews. The two main questions in the interview guide were: Which controversial issues are most important to you right now as principal, and what are the controversial issues that you have had in the past?, Each main question was followed by probing questions such as: Why was it a controversial issue for you?, How did you handle this issue?, Who was involved?, Who was affected by it?. In what way, and so on, Each interview lasted between one to two hoursAll interviews have been recorded and transcribed verbatime. The data was analyzed using content analysis (Berg 2001, Creswell, 2007) with a focus to identify dilemmatic spaces in the light of the principals' perception of controversial issues.Conclusions, Expected Outcomes or FindingsOur preliminary analysis consists of four themes: controversial issues in relation to traditions, norms and values, laws and regulations and local political demands. The first theme, conflicting norms regarding traditions, highlights dilemmas derived from frictions on how to celebrate holidays at the preschools and if all children should or are allowed (by the parents) to participate in these celebrations. These dilemmas can be related to both religious and cultural traditions. The second theme, conflicting norms and values tend to be a theme which is made visible when the principals describe that ideological beliefs clash between teachers and parents regarding for example the preschool´s participation in activities to support everyone´s equal value such as participating in a pride festival. The third theme emerges when professional norms are challenged by laws and regulations or national or local goals and assignments. One of the principals describe that the Swedish National Agency for Education promotes concepts such as evidence-based education which this principal believes is not compatible with her view on how to teach children. The law that requires all abusive treatment between children to be reported is also triggering tensions, as principals believe that this law carries a risk of young children being labeled as victims or perpetrators. The fourth and final theme is when local political demands become a controversial issue for a principal. One example of this is a political initiative focusing a reading and writing guarantee for 5- and 6-year-old children which this principal think is an unreasonable demand on all children, and teachers. These results are discussed in relation to dilemmatic spaces that emerges and affects the principal’s need to position him or herself in favor of one side or somewhere in between, even if the principal wish to be able to take a different position.ReferencesBautista, N., Misco, T., & Quaye, S. J. (2018). Early childhood open-mindedness: An investigation into preservice teachers’ capacity to address controversial issues. Journal of Teacher Education, 69(2), 154-168. Berg, B.L., 2001. Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.Bryman, Alan (2012). Social research methods. 4. ed. Oxford: Oxford University PressCreswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.Fransson, G. (2012). Professionalisering eller deprofessionalisering? Positioneringar och samspel i ett dilemmatic space. I C. Gustafsson & G. Fransson (red.). Kvalificerad som lärare? Om professionell utveckling, mentorskap och bedömning med sikte på lärarlegitimation. Gävle University Press. Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts–towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching, 19(1), 4-17.Honig, B. (1993). Difference, Dilemmas, and the Politics of Home. Social Research. Vol. 61, no 3.Sætra, E. (2019). Teaching Controversial Issues: A Pragmatic View of the Criterion Debate. Journal of Philosophy of Education, 53(2), s. 323–339. https://doi.org/10.1111/1467-9752.12361Wiman, Lena (2019). Att vara chef i förskolan - villkor, drivkrafter och uttryck. I K. Malmberg & A. Arnqvist (red.). Ledning i förskola - villkor och uttryck. Malmö: Gleerups.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rnnholmtord_1999,
title = {Kunskapens kvinnor: sekelskiftets studentskor i mötet med den manliga universitetsvärlden},
author = {Rönnholm, Tord},
year = {1999},
language = {swe},
publisher = {Umeå University},
keywords = {universitites; gender; gender identities; women studies; women academics; feminism; academia; student culture; mentalities; masculinity/femininity; knowledge},
abstract = {The purpose of the present dissertation is to study the women attending Swedish universities during the period 1870-1914 and, culling information from their histories, to elucidate and analyze the gender order and gender construction which permeated the world of the university one hundred years ago. Despite the fact that conditions at our institutes of higher learning are very different now, there is a certain connection between the female students of today and those of the last century. The gendered hierarchies, cultural forms, mentalities and institutional obstacles placed in the way of academic women reaching the highest positions today have their roots in the gender structure created at the end of the 19th century, when women first gained access to academic studies.At the core of this dissertation are the women themselves, but their stories have been related to the men in their immediate surroundings. Describing the encounters between women and men, feminine and masculine, male structures and female actors is the primary goal of this dissertation, which is divided into three sections. Part I is a study of the government's education policy on women and various groups' view of women and scholarship. Part II comprises the central section of the dissertation and consists of an investigation of mentalities, embracing the living conditions of the female students, their daily lives, mentalities and gender constructions. Part III accounts for the collective organizational activities undertaken by female academics, including a discussion of educational strategies which can be traced in a longer perspective. The universities opened their doors to women as part of the great restructuring and professionalization of the universities which occurred at the end of the 19th century, when the educational system came increasingly under the control of the state during the development of the market economy. Large-scale resistance to admitting women existed, which resistance became increasingly rancourous after the turn of the century, when women increased in numbers and began making demands for using their degrees in order to acquire higher positions. Despite the obstacles raised, some 1,100 women tore down the gender wall and enrolled at our universities and colleges during the period under investigation, over half of whom took their degrees. More than fifty percent studied at the faculty of the humanities, but surprisingly many chose medicine and the natural sciences. The majority of the female students belonged to the upper-middle class; after their studies, most of them pursued careers as teachers, physicians, journalists or cultural workers.In order to deepen the study of what the academic gender structure looked like and how it was applied in daily use, the present author allows the main section of the dissertation to revolve around the gender perceptions that the actors absorbed and shaped in practise. This part of the study is based primarily on a qualitative material consisting of letters and memoirs. The results indicate that the women arrived at the universities in an age when the traditional gender patterns were in the process of breaking down and the modernization of society was having consequences for how gender was constructed and how men and women met. This transitional period and redefinition of gender relationships led to numerous cultural paradoxes, and a motley pattern of subcultures and gender identities emerged at the universities. If there existed a dominant normative order for how the sexes ought to conduct themselves toward one another, there were also many competing orders of how femininity and masculinity were constructed in practise. Women were subjected to hard control, but also afforded great freedom. They cultivated "sisterhood" and built up female networks and coteries, though conflicts also arose concerning religious matters, politics and the women's question. A predilection for the academic life is palpable as well as an admiration for the scholarship and traditions of men, but also a clear perception of the fact that they were structurally subordinate and thwarted by the men on the grounds of gender. This insight led to numerous boundary transgressions whereby the women conquered the men's cultural forms, but also to the creation of news ones. Their collective awakening can be traced step by step in the various organizations which took form.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_adolfssoncarlhenrik_2017,
title = {The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms},
author = {Adolfsson, Carl-Henrik and Alvunger, Daniel},
year = {2017},
language = {eng},
keywords = {pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms Proposal information (research question, theoretical framework so on) (600 words) This study is part of the project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'. In the last two decades transnational organizations and agreements have become increasingly important as driving forces in the making of curriculum. The international education policy movement towards so-called standards-based curricula has been characterized by top-down accountability and linear dissemination (Andersson-Levitt, 2008; Sivesind & Karseth, 2010). This also applies to the formation of Swedish curriculum policy discourses. The latest Swedish curriculum for compulsory School “Lgr11” can foremost be described in line with such a standards-based curriculum, where the objectives and standards, but also the content, are prescribed and put in the foreground for what students ought to do and know (Sundberg & Wahlström, 2012).Although these policies are transnational and nationally oriented, it is in the same time up to schools and teachers on the local level to interpret and enact the curriculum, in classrooms and in the interaction between teachers and students. This unarguably raises questions about the curriculum-in-use, i.e. how is teaching performed? The ‘what’ that is prescribed in the (trans-)national policy is one thing, but researchers rarely take notice of the fact that recontextualisation, selection, translation, relocation and refocus of content indeed occurs in the local school setting. Therefore, the overall aim of this paper is to explore how a standards-based oriented curriculum, Lgr 11, is enacted at the local school level.In a first step, the process of the selection of teaching content will be studied. A central question here is how and on what foundations the selection of teaching content is made when prescribed content and learning outcomes is given a central role in the curriculum structure? Secondly – which relates to the selection of content – we examine how the same curriculum is achieved in teaching and learning practices at classroom level in terms of knowledge content. What content seems to dominate the teaching in favour for another under a standard-based oriented curriculum like Lgr 11?To understand the conditions for teachers’ selection of content we bring theoretical inspiration from a “classical” framework of curriculum theory in terms of the “frame-factor theory” (Dahlöf, 1967; Lundgren, 1989). This theoretical perspective puts the relationship between teaching processes, outcomes and external (frame-) factors in focus. In other words, to understand processes and outcomes in the teaching practice you have to, from this theoretical perspective, analyse the frame-factors, for example time, equipment, the composition of the class and (of course) the current curriculum, that in different ways enable and limit these processes and outcomes. When we in a next step examine the curriculum content in teaching we bring inspiration from Deng & Luke’s (2008) discussion about different knowledge classification schemes and conceptions. From this discussion we derived three conceptions of knowledge, in terms of an academic disciplinary knowledge conception; a practical knowledge conception and an experiential” knowledge conception. These knowledge conceptions will be used to identify and discuss different aspects of lesson content in the investigated teaching practice. Methodology and method (400 words) With a classical curriculum theory framework, the present study focus on teaching and lesson content in terms of enacted and achieved curricula. In other words, and with Doyle’s (1990) conceptual framework, we are interesting in the relationship between the programmatic and classroom level of the curriculum. This in turn links us to classic classroom studies addressed by e.g. Bellack, Kliebard et al.1966; Gustafsson 1977; Jackson 1968/1990; Lundgren 1981, but now against a backdrop of the ‘new’ scenario of transnational policy.The study is based on an extensive empirical material from six municipalities in Sweden and consists of three different sources. Firstly, semi-structured interviews with representatives from the local school authority, teachers, principals and students in grade 6 (12-13 years old) where the main focus has been their views on the impact of the curriculum for the compulsory school Lgr11 with particular attention on the organisation of teaching, the dominating content in teaching and the interaction between teacher and students and students and students. Secondly, documents related to teaching such as local pedagogical plans, lesson plans, tests, work sheets, material produced by students and so on have been analysed. Thirdly, 71 lessons of teaching in the social studies subjects Civics, History, Geography, Religion have been video-recorded, transcribed, coded and analysed from organisation of teaching, content and the interaction in the classroom. The study on teachers’ selection of content will mainly draw from interviews and documents in order to look at contextual factors, while the analysis of knowledge content in teaching generally is based on interviews with teachers and 71 video-recorded lessons.Conclusion (300 words) In the last section of the paper, we will discuss the empirical results in relation to our theoretical points of departure. Here we show how the Swedish curriculum in great extent is influenced by a standards-based tradition where both content and performance are put in the foreground. From a frame-factor theoretical perspective we then discuss the consequences on the possibilities for the teachers selecting content. Besides struggling with the crowding of content teachers are under constant pressure to hold on to a tight schedule in order for the different curriculum tasks to fit into an over-arching plan for the whole semester. The teachers have to make sure that they can assess knowledge and competences according to the knowledge requirements in the “time slots” reserved for each curriculum task in the subjects. Teachers indeed focus on central concepts deriving from academic disciplines foregrounded in the syllabuses, while they at the same time employ a strategy to patch subjects and their specific content together.The analysis of the video recorded lesson show that the general pattern of teaching comes in the shape of whole class teaching with the teacher as central actor. Because the teacher has to ensure that all students get the ability to reach the knowledge requirements, the lesson content to a great extent is prescribed and comes in the shape of subject matter-oriented facts, concepts and competences. Because of the combination of crowding of content, teachers’ time constraint and the knowledge requirements in the curriculum, our results also show that teachers – more or less – have to neglect initiatives from students in order to keep the lesson on the “right” track. Content that is not considered to fit in the current lesson, for example student’s experiences, interests and questions, is to a high degree dismissed. References Andersson-Levitt, K. M. (2008), Globalization and curriculum, in M. F. Con-nelly, red, The SAGE Handbook of Curriculum and Instruction, (s 329-348), Sage Publications, Thousand Oaks, California.Bellack, A.A.; Kliebard, H.M.;Hyman, R.T. & Smith, F.L. (1966). The language of the classroom. New York: Teachers College Press. Deng, Z & Luke, A (2008). Subject matter. Defining and theorizing school subjects. In connnelly, Michael (Ed). The SAGE Handbook of Curriculum and Instruction. Thousand Oaks: Sage Publication.Dahllöf, U. 1967: Skoldifferentiering och undervisningsförlopp [School differentiation and teaching processes]. Stockholm: Almqvist & Wiksell.Gustafsson, C. (1977). Classroom Interaction. A study of pedagogical roles in the teaching process. Stockholm: Gotab. Jackson, P. W. (1968/1990). Life in classrooms. New York: Teachers College Press. Lundgren, U. P. (1981). Model analysis of pedagogical processes. Lund: Liber/Gleerup. Lundgren, U. P. (1989), Att organisera omvärlden [Organising the world around us], Utbildningsförlaget, Stockholm.Sivesind, K. & Karseth, B. (2010), Conceptualising curriculum knowledge within and beyond the national context, European Journal of Education 45 (1),103- 120.Sundberg, D. & Wahlström, N. (2012), Standards-based curricula in a denationalized conception of education: The case of Sweden, European Educational Research Journal 11 (3), 342–356.Utbildningsdepartementet (The Ministry of Education) (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Lgr 11). [Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre 2011; in Swedish]. Stockholm: National Agency for Education.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_decamargomarcia_2024,
title = {Exploring the Nexus of Water, Territory, Life, and Sustainability in Sámi (Swedish side) and Pataxó (Brazil) territories},
author = {de Camargo, Marcia and Braz dos Santos, Erilsa and Pataxó Faustino, Tamikuã and Andersson, Hampus and Helsdotter, Eva Charlotta and Cardinal-McTeague, Warren and Öhman, May-Britt},
year = {2024},
journal = {NAISA Båddådjo 2024},
language = {eng},
publisher = {: NAISA},
keywords = {sámi; saami; indigenous; sábme; sweden; brazil; pataxo},
abstract = {Exploring the Nexus of Water, Territory, Life, and Sustainability in Sámi (Swedish side) and Pataxó (Brazil) territoriesAbstractThis roundtable represents a collaborative effort between Indigenous and non-indigenous partners, exploring the critical role of water in the context of territory, life, science and sustainability, building on earlier exchange and aiming strengthening international collaborations, while inviting new collaborators.Participants include Erilsa Braz, Master's student at the Federal University of the State of Minas Gerais, who also leads Pataxó’s Mother land in Brazil;Eva Charlotta Helsdotter, Uppsala University, Associate professor of Water Security; Henrik Andersson and Hampus Andersson, two generations of reindeer herders, Gällivare Forest Sámi community; Marcia Camargo, PhD candidate, Federal University of Sao Carlos, and Tamikuã Pataxó, coordinator of the Articulation of Indigenous Peoples of the Southeast Region of Brazil and part of the National Articulation of Ancestral Warriors Women and the Biome Women of Brazil.Chair is Warren Cardinal-McTeague, (Métis and Cree), University of British Columbia, of the SING Canada program, (Summer internship for Indigenous peoples in Genomics), SING Sábme and also a co-lead of Pathway T5, Decolonizing Science and Education of ⴰⵔⵔⴰⵎⴰⵜ Ărramăt (https://arramatproject.org/) , University of Alberta.The roundtable is supported by the Environmental Justice, Land-Based Learning, and Social Sustainability in Sábme project, led by Dr May-Britt Öhman (Forest/Lule Sámi), Uppsala University. We will discuss the essential connection between water, territory, life, science and sustainability through the lenses of different cultures and expertises. We provide insights from Indigenous lands, urban perspectives, and academic expertise, addressing shared challenges. We invite scholars, experts, and practitioners to participate in dynamic discussions, knowledge sharing, and the creation of innovative solutions that uphold principles of collectiveness, co-creation, ethics, and respect to promote decolonization of science and education. Marcia de Camargo, UFSCar This presentation delves into the profound significance of water in Pataxó cultural identity and political empowerment, focusing on the Awê ceremony.Awê is a central element of full moon ritual, featuring various water-related rituals. It culminates with warriors journeying to the sea to greet, receive and take the sun to the community, signifying the profound connection between the Pataxó and water, from which their name derives.The presentation highlights that Pataxó's cultural identity and political empowerment hinge on culture and consciousness. Awê fosters unity, fortifies individuals for collective struggles, and transforms ritual practices into tools of resistance, strengthening the entire community.This presentation is a fragment of an ethnographic decolonial collective research with pataxó women from the mother land, Aldeia Barra Velha, as part of Phd dissertation intitled: “Awê, the sacred and the ethnicity of the jokanas of the Pataxó people of Aldeia Barra Velha”, from 2020 till 2024, and also a partnership of more than 10 years with the community.Water holds symbolic significance in Pataxó cosmology and religious beliefs, inhabited by water spirits inspiring rituals and shaping their collective identity. Water is integral to daily life, from fishing in the sea, bathing in lagoons, collecting shellfish in mangroves, and producing sacred drink, cauim. The rhythms of life revolve around water, with the some gathering by the water's edge, especially near the sea, to welcome a new day. This presentation elucidates the cultural importance of water rituals and their role in collective empowerment, offering insights into Pataxó resilience and identity. Erilsa Braz dos Santos (UFMG - Universidade Federal de Minas Gerais) This presentation introduces the multifaceted history and ongoing struggles in the Indigenous Barra Velha territory, mother land, transcending conventional academic narratives.As a formal leader, vice-cacique, from the pataxó mother land (Aldeia Barra Velha ) community since 2020, responsible for fights for the rights of the Barra Velha Indigenous Territory, along with the council of caciques, addressing social, territorial, and social projects for the community.Erilsa will present a fragment of the demarcation process, that runs since 1988 when Federal Constitution was established, the marred by challenges and violence, that demands continual updates and documentation.. Barra Velha's Indigenous territory has evolved from a single village, aldeia, into 24 self-demarcated ones.The Pataxó people from Aldeia Barra Velha are located in the coastal region of extreme south of the Brazilian state of Bahia, surrounded by waters, from ocean to mangrove and river. Barra Velha is more than, “geography”; it's our territory and identity, where Pataxó people relentlessly fight for land rights, cultural preservation, identity recognition, organizational autonomy, and community survival.Through living research for graduation term paper in 2014 intitled: “The history of demarcation of the Indigenous land of Barra Velha, to an ethnographic research project for ongoing Master degree: “Continued Demarcation of the Territory of Barra Velha”A presentation that will trace an introduction to the Pataxó community's historical journey, revealing leadership, community dynamics, threats, and unwavering resilience from ethnographic research but also a living reality through daily fights and struggles. Luciene Santos Faustino (ANMIGA) "My registered name is Luciene Souza Santos, but in truth, I don't know who that person is. Non-indigenous names were required, and I do not identify with this name; it's merely a name on paper that I was forced to carry. My true name, which I now begin the process of acknowledging, is Tamikuã Pataxó Faustino. Tamikuã will present her journey, memories and fights in urban environment, driven by collective struggle, that often appears to mean the loss of indigenous identity.In urban context, São Paulo, Brazil, since very young, knowing that indigenous women often find themselves invisible in terms of territory and rights outside their territory, Tamikuã decided to fight for the rights, for territory and all indigenous women. As coordinator of the Articulation of Indigenous Peoples of the Southeast Region, ARPINSUDESTE since 2019 and part of the National Articulation of Ancestral Warriors Women (ANMIGA) and the Biome Women of Brazil, created in 2021, that organized this year the III March centered around the theme “Ecosystem Women in Defense of Biodiversity through Ancestral Roots”The invisibility in urban context is challenged daily through the fight to preserve territorial rights, access to water essential for sacred rituals, and respect for indigenous culture, which is intrinsically linked to water. Water holds a sacred place in lives, both inside and outside the villages, strengthening the spirit and solidifying indigenous identity.Tamikuã will present and overview of her ongoing fight and struggles as indigenous women in urban context for territory, water and rights. Eva Charlotta Helsdotter (Uppsala University)This contribution forms part of the preparations for an upcoming workshop to be held in Sámi territories, partly funded by the Arramat (arramat.org) program. Building on local Sámi expertise and requests, it focuses on water quality and water security by sampling surface water in creeks, springs, rivers, and lakes in the area of Gällivare Forest Sámi territories to investigate pollution levels and ascertain impacts from industrial projects and the so-called “green” transition. Pollution stems from mines with tailing dams, wind power plants, clearing of forests, military activities, tourism, and increasing human use of pharmaceuticals, such as hormones, found in the fertilizers made from human waste from the Swedish capital Stockholm brought to the forests. Despite increasing pollution levels, there is no existing research on water quality taking place.The workshop will provide a curriculum that disrupts and unsettles conventional scientific approaches, but also provide participants with hands-on training. Through a co-produced method, which will be discussed at this roundtable, we will be focusing on the Sámi-led questions on quantifying and monitoring water pollution in this specific territory. Ultimately the aim is to both enhance Sámi governance processes and address their concerns with environmental and human health. Building on SING Canada’s (https://sing-canada.ca/) expertise in mobile genomics technology, the workshop will be using a combined approach examining surface water bacterial communities and chemical/pollutant profiles.Eva Charlotta Helsdotter has collaborated in several projects focusing on Sámi territories, since 2010, with Associate Professor, May-Britt Öhman (Lule/Forest Sámi), Uppsala University Hampus Andersson Hampus Andersson, a 20-year-old reindeer herder hailing from the Gällivare Forest Sámi village within the Flakaberg group, has carried the rich tradition of his family's reindeer herding practices for generations. While Hampus himself has actively engaged in reindeer herding for the past two years, his connection to this way of life runs deep. In his contribution , Hampus will delve into his personal reflections on the critical importance of clean water. He will explore the significance of clean water for not only human consumption but also its vital role in sustaining the health and well-being of the reindeer, as well as the diverse flora and fauna that inhabit his territories. Moreover, Hampus will shed light on his observations regarding the impacts of industrial exploitations on water quality in his region. As a part of the Arramat project,}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_ferrylaurence_2021,
title = {Hybrids’ Act-Ing for Multiple Values},
author = {Ferry, Laurence and Grossi, Giuseppe and Laguecir, Aziza and Tucker, Basil},
year = {2021},
language = {eng},
publisher = {Elsevier},
abstract = {Hybrid governance and organisational forms have been adopted in different parts of the world to provide public services (such as infrastructure, utilities, education, health care, cultural and social services) under the influence of New Public Management (NPM) doctrines and related neoliberal ideologies (Hood 1995). Hybrid organisations are organisational arrangements that use resources, governance structures and logics derived from different sectors (public, private for-profit and non-profit third sector) with divergent aims and actors (Battilana and Lee 2014; Pache and Santos 2013). The literature has addressed hybrid organisations as generating value pluralism (Alexius and Cisneros Örnberg 2015). Indeed, hybrid organisations involve many different actors who may have divergent and sometimes mutually inconsistent goals, interests and values (Kurunmäki and Miller 2006). In this respect, value pluralism in society may be facilitated by hybrid forms of governance and organisations (Alexius and Cisneros Örnberg 2015; Vakkuri and Johanson 2018; Thornton et al. 2012). Hybrid organisations should be able to accommodate multiple values of public organisations (societal, human and public values), profit organisations (such as financial, commercial viability, efficiency, performance, innovation and growth) and non-profit organisations (such as community, ethical, moral, political and religious values) (Jeavons 1992; Smyth 2017). In our view, hybrid organisations are likely to remain an important instrument in any government’s toolbox for societal and public value creation. Government has a unique role to play as a guarantor of public values, but citizens, as well as businesses, hybrid and non-profit organisations, are also crucial as active public problem solvers (Bryson et al. 2014). Public values are determined by broad and inclusive dialogue and deliberation informed by evidence and democratic values (Moore 1995). Hybridity exists not only in the range of values espoused and practised by organisations, but also in term of missions, identities, processes, actions, activities, practices, and roles of different actors such as politicians, managers, street-level bureaucrats, professionals, controllers, auditors, and accountants who may be enveloped in various hybrid settings, contexts of government and multi-faceted interfaces between public, private and the non-profit sector (Golyagina and Valuckas 2020). Previous research in hybrid organisations states that the development of accounting tools is complicated because actors may have divergent values and thus interpret the organisational mission differently making hybrid organisations complicated venues for understanding, valuing and disclosing results (Hyndman and McConville 2018; Abdullah et al. 2018), and even identifying the resulting mission drift (Ebrahim et al. 2014). The multiplicity of values is also seen as an opportunity for performance management development in these settings (Mongelli et al. 2019). However, Mongelli et al. (2019) also underline that when manyactors with different values have the possibility of collaborating to define performance measurement, they are able to provide a broad picture of their performance, rather than the point of view of a limited number of actors. The existence of multiple actors and values are, therefore, not only a source of contrast but also may create opportunities for accounting. In our view, values created by hybrid organisations responsible for public programs and services should not be purely evaluated based on financial results (profit and loss account), but more widely on how they contribute to public value creation, taking an integrated, and holistic view of their societal impact (Moore 1995). Scant attention has been paid by interdisciplinary and critical accounting scholars to the links around how different actors and their individual values affect goals in hybrid organisations and their role in the development of management accounting practices (Grossi et al., 2017) A notable exception is Chenhall et al. (2013), who suggest the concept of dialogic tools to account for how accounting practices can facilitate compromise amongst organisational actors holding different values. Nevertheless, there is still limited research explicitly focusing on the role of the different actors in the design and implementation of accounting and accountability practices in hybrid organisations (Skelcher and Smith 2015; Berry et al. 2009). Therefore future research would likely benefit from studies inside the hybrid organisations (Pache and Santos 2013), seeking more in-depth insights into internal operational and accounting practices (e.g. Ahrens and Chapman 2007; Jørgensen and Messner 2010; Laguecir et al. In press) rather than investigations based ‘from the outside’ or on interpretations based on what is written in different formal documents (Grossi et al. 2020). With this BAR special issue, we aim to improve the theoretical and practical understanding of the drivers, obstacles, and tensions for value creation and the accounting implications in different hybrid organisations (state owned enterprises, non-profits, universities, schools, temporary organisations, social enterprises, etc.). The aim of this special issue is to explore the role of actors and accounting practices to measure and disclose multiple values created by hybrid organisations, with a particular focus on the societal and public values. We encourage theoretical, conceptual and empirical submissions from different institutional contexts and by scholars across disciplines. Interesting topics for the papers include but are not limited to the following issues: • How can we conceptualise, evaluate, and measure the multiples values, and performance of hybrid organisations? • How do multiples values shape the accounting practices, and reversely, in hybrid organisations? • How do accounting and accountability practices aim to cope with the multiplicity of values in hybrid organisations? How can governments ensure that societal and public values and value creation are protected? • How do multiplicity of values shape the accounting and wider operational practices in hybrid organisations? • How do the accountability and multiplicity of values influence traditional understandings of mission drift in hybrid organisations? • How do internal actors work to create accounting and accountability practices in hybrid organisations? How is it possible to protect the public interest in a context with multiple values and actors? • How can external actors (i.e. citizens and other stakeholders) be involved to create dialogic and compromising accounting and accountability practices in hybrid organisations? • What are the effects of hybridity on value creation and the forms of accounting and accountability practices in hybrid organisations? We are also open to more critical reflection, historical and empirical pieces, which fit the underlying general theme of this special issue. A virtual workshop organised by Durham University (UK), in partnership with Nord University (Norway), University of South Australia (Australia) and IESEG School of Management (France), will take place on 7-8 October 2021. Those wishing to present at the workshop should contact Laurence Ferry (laurence.ferry@durham.ac.uk) by 31 March 2021 together with a one-page outline of the paper including theory, method(s) and key findings. Authors of selected papers from the workshop will be invited to submit revised papers for this special issue by December 2021, subject to the normal review processes of the journal. Early expression of interest is encouraged. It is anticipated that this special issue will be published in 2023. Attendance and/or presentation at the workshop is not a pre-requisite for submission to the special issue. All submissions should be made through the Elsevier Editorial System for the British Accounting Review using http://www.journals.elsevier.com/the-british-accounting-review/ Important Deadlines • One-page outline of the paper for workshop presentation by 31 March 2021. • Workshop to be held 7-8 October 2021. • Submission of full papers to the journal by 31 December 2021. Guest editors: Laurence Ferry, Durham University Business School, UK (E-mail: laurence.ferry@durham.ac.uk) Giuseppe Grossi, Nord University, Norway, Kristianstad University, Sweden (E-mails: giuseppe.grossi@nord.no; giuseppe.grossi@hkr.se) Aziza Laguecir, IESEG School of Management, LEM-CNRS 9221, France (E-mail: a.laguecir@ieseg.fr) Basil Tucker, University of South Australia, Australia (E-mail: Basil.Tucker@unisa.edu.au) References Abdullah, A., Khadaroo, I., & Napier, C. J. (2018). Managing the performance of arts organisations: Pursuing heterogeneous objectives in an era of austerity. The British Accounting Review, 50(2), 174-184. Ahrens, T., & Chapman, C. S. (2007). Management accounting as practice. Accounting, Organisations and Society, 32, 1-27. Alexius, S., & Cisneros Örnberg, J. (2015). Mission (s) impossible? Configuring values in the governance of state-owned enterprises. International Journal of Public Sector Management. Battilana, J., & Lee, M. (2014). Advancing research on hybrid organising–Insights from the study of social enterprises. Academy of Management Annals, 8(1), 397-441. Berry, A. J., Coad, A. F., Harris, E. P., Otley, D. T., & Stringer, C. (2009). Emerging themes in management control: A review of recent literature. The British Accounting Review, 41(1), 2-20. Bryson, J. M., Crosby, B. C., & Bloomberg, L. (2014). Public value governance: Moving beyond traditional public administration and the new public management. Public administration review, 74(4), 445-456. Chenhall, R. H., Hall, M., & Smith, D. (2013). Performance measurement, modes of evaluation and the development of compromising accounts. Accounting, Organisations and Society, 38(4), 268-287. Ebrahim, A., Battil}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_olovssontordgran_2021,
title = {Assessment and Summarised Grading in the Social Studies Subjects Based on Subject-integrated Teaching in Swedish Compulsory School: An Impossible Task with Subject-separated Assessment Criteria?},
author = {Olovsson, Tord Göran},
year = {2021},
journal = {ECER Programme},
language = {eng},
publisher = {Geneva},
abstract = {Since 2011, the first end-of-term grading in Swedish nine-year compulsory school in the social studies subjects (civics, geography, history and religious studies) has started in Year 6. Before this, the grading had started in Year 8. Grading in Year 6 is carried out in relation to knowledge requirements (assessment criteria) in each social studies subject, and according to the Swedish national curriculum (SNAE, 2011), the starting point is that the subjects should be separated in both teaching and assessment (Claesson & Lindblad, 2013). A subject-separated approach to teaching and assessment in the social studies subjects is also common internationally (VanSledright, 2011). However, students in Swedish compulsory school should concurrently be given the opportunity to work in a subject-integrated manner (SNAE, 2011). Subject-integrated teaching, internationally often referred to as curriculum integration (Ferguson-Patrick, Reynolds and Macqueen, 2018), is considered to promote a more holistic student understanding of social studies subject matter - for example, key global issues (Jorgensen, 2014).In Year 6, it is also possible to set a summarised grade in the social studies subjects, a grade that covers all subjects if the teaching has mainly been integrated (Swedish Education Act 2010: 800). Nevertheless, Olovsson & Näsström (2018) indicate that subject-integrated teaching and summarised grading in the social studies are quite rare in Swedish schools. In addition, Olovsson and Näsström (2018) describe that the subject-separated knowledge requirements has affected teachers’ choice of teaching form in favour of subject-separated teaching instead of subject integration. From a student learning perspective, this can be questionable: it has been argued that subject-integrated teaching in the social studies can provide more meaningful learning than what is developed in preparation for assessment in the individual subjects, such as “Standard Grade” (Fenwick, Minty & Priestley, 2013) which previously existed in the Scottish educational system.Moreover, the assessment of students’ learning in subject-integrated social studies teaching has proven to be complicated and demands a great deal of attention to work out well (Harris, Harrison & McFahn, 2011). Assessment in subject-integrated teaching, with its unclear subject boundaries, can lead to unclear assessment criteria and can be connected to the concept of integrated code (Bernstein, 2000). The question of how to set grades in the social studies subjects, whether subject-separated or summarised, can affect the entire teaching process and students’ learning (cf. Samuelsson, 2014).This study highlights and problematises the situation described above and shows how teachers and students in two classes, in Year 5 and 6 in Swedish compulsory school, approach assessment and develop summarised grading in four subject-integrated thematic units in the social studies subjects, Aim and Research questions: The aim of the study is to investigate and analyse the assessment and grading practice in subject-integrated thematic units in the social studies subjects, and how practice can be developed to promote effective summarised grading and student learning. The research questions are:- How are assessment and grading carried out in conjunction with the subject-integrated teaching?- How do students approach assessment and grading in conjunction with subject-integrated teaching?- How do teachers approach assessment and develop summarised grading in the social studies subjects based on subject-separated knowledge requirements?The results will be analysed in relation to Bernstein’s (2000) concepts of integrated code and collection code, and Gresnigt et al.’s. (2014) summary of approaches to integration, including a view that more complex knowledge can be developed during more complex integration. In addition, the indigenous perspective of social studies (Four Arrows, 2014) may be used, to analyse the provision of a holistic view of the social studies subjects. Methodology, Methods, Research Instruments or Sources Used: Data collection was carried out in two classes in two schools in northern Sweden, during the Spring terms of 2019 and 2020. Both schools set summarised grades for Year 6 in the social studies subjects. The teaching was conducted in four thematic units in the social studies subjects. Each thematic unit consisted of about 6-12 lessons, with a length of about 40-70 minutes, over a period of 2-4 weeks. The collected material is in the form of classroom observations, audio recordings of lessons, interviews with teachers and students, informal conversations with teachers, and written material such as teachers’ notes regarding assessment and grading. The classes’ teachers planned and conducted teaching and assessment, and the researcher also acted, but to a low extent, as a discussion partner during teachers’ planning. Analysis of the empirical material is based on an interpretive approach, using concepts and processes from thematic analysis (Guest, MacQueen & Namey, 2012; Braun & Clarke, 2006). Conclusions, Expected Outcomes or Findings: Assessment, in relation to the knowledge requirements, was increasingly emphasised as end-of-term grading approached in Year 6. Regarding subject integration, several types of integration were identified, both during individual lessons and throughout the thematic units. More complex integration (Gresnigt et al., 2014) occured to some extent in the thematic units, but occurred less in Year 6, where teachers chose to plan thematic units in which one subject was the main subject and the other subjects were supplementary. The students’ acquired knowledge in the thematic units in Year 6 formed the basis for the end-of-term-grading, and the assessment took place in relation to the knowledge requirements in the individual subjects (cf. Bernstein, 2000). The teachers tried to find ways with subject-integrated teaching as a basis, and weave together the knowledge requirements of the different subjects, but found the task very challenging. In some parts, regarding the knowledge requirements, the subjects could interact, but in other parts interaction was more difficult. After completing the thematic units, the two teachers in some respects were contented. They have experienced the advantages with subject integration, and in some aspects they assert that their assessment skills have improved. However, on an overall level, they are still not contented with the structure and content of the national curriculum assessment system, particularly in terms of what knowledge they want the students to develop in social studies. In terms of opportunities for students to acquire a more holistic view, and in terms of the greater understanding of key global issues that the common core of the subjects can provide (Four Arrows, 2014), the benefits of subject integration in the social studies can probably be attained only to a lesser extent. This is due to the shortcomings of the existing Swedish national assessment system.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sellingjan_2013,
title = {Svensk antiziganism: Fördomens kontinuitet och förändringens förutsättningar},
author = {Selling, Jan},
year = {2013},
language = {swe},
publisher = {Sekel Bokförlag},
keywords = {antiziganism; romer; resande; sverige},
abstract = {English summaryThe subject of this study is prejudice, discrimination and persecution of Swedish Roma in a long-term perspective. It offers a historical analysis of the establishment of hegemonic views on Roma, counter-discourse and discursive shifts as reflected in local incidents and politics. Theoretically, the notion of antiziganism (anti-Gypsyism) is derived as a discursive formation, directed against the ”conceptual gypsy”: a historically constructed imago out of social, religious and racial prejudice that is being projected onto Roma and other persons. This perspective relates to social constructionist views on antiziganism as developed primarily by German and Dutch scholars (see Hamburger, Lucassen, Willems), which up to now have had virtually no influence in Swedish research (one exception is the BA thesis of Brisenstam).In the first chapter, the academic roots of antiziganism are explored. The source material is selected in order to discuss interdiscursivity between non-fictional gypsology literature of the 18th and the 20th Centuries: the influential work of the German historian Heinrich Moritz Grellmann compared to the Swedish doctoral dissertations of Samuel P. Björckman (1730) and Laurentius Rabenius (1791), the threefold documentary Zigenare of the popular proletarian school writer Ivar Lo-Johansson (parts first published in 1929, 1955 and 1963), the civil rights intervention of Katarina Taikon out of a Roma discourse position (Zigenare är vi from 1963) and finally Karl-Olov Arnstbergs controversial study Svenskar och zigenare (1998). The analysis stances a strong link between the academic antiziganism of the 18th and the 20th centuries: the notion of Roma culture as essentially antisocial thus to be combated by forced assimilation, immigrating Roma as ungrateful to the generosity of the hosts and antiziganism as caused by Roma behaviour. The continuity is obvious as well in the use of reoccurring reference codes, such as typologies of crimes labelled as ”Gypsy”, whose appearance in a circular way are being used as argument for the pasting of the label Gypsy on actual and supposed Roma. The study also makes biological racism visible as part of Swedish antiziganism and in the case of Lo-Johansson clarifies the meaning of philoziganism as excluding and essentialist in its romantic projections on Roma. Further, the study shows that ”zigenare” (Gypsy), as the notion “tattare” (traveller-Gypsy), in Swedish is unambiguously linked to a pejorative discourse: though in all discussed works derived out of references to, but not always referring to Roma, and thus considered unsuitable as well as unethical as analytical notion. Following this conclusion, this work uses the terminology preferred by the minorities themselves, namely Roma and Resande, well aware of the fact, that it might sometimes be unclear to what ethnic groups the sources are referring when using “zigenare” and “tattare”.The second chapter analyses the development of antiziganist practice the period 1890-1945 as negotiated in interconnected political discourses, each of which were only partly referring to Roma and Resande. In this period, due to the proletarisation of the rural population, Sweden faced what was considered to be a vagrancy problem: large groups of unemployed people without permanent residents. Within this group are Roma to be found, who had immigrated from Eastern Europe at the turn of the century, but also the, at least partly, romani-speaking domestic ethnic minority Resande. If up to now, the terms zigenare and tattare without distinction had been used as labels for these groups, due to the influence of nationalism and racial biology, the groups were now officially being distinguished: from now on, zigenare was used for the recently immigrated Roma, who according to the new policy were considered as unwanted foreigners, which should best be kept out of the country. The explicit immigration prohibit against zigenare, which was introduced 1914 lasted until 1954. Consequently, during the Nazi era, the Swedish doors were closed to Roma refugees. In a state declaration of 1923(SOU 1923:2), local authorities were instructed how to refuse Roma camps and disturb traditional trades. The explicit aim was to make the living of Swedish Roma so hard, that they would prefer to leave the country. Following this policy, local authorities and the church could refuse to register Roma as citizens. As a consequence, most of the Roma became a national minority sans papiers, without legal and social rights. The tattare were seen as an unwanted “racial mixture between Swedes and Gypsies”, but still as Swedish citizens. Adapting the repertoire of antiziganism, members of this group were per birth seen to be antisocial and different means of forced assimilation were discussed, among others to separate all Resande children from their parents and to put whole families in re-education work camps. Both strategies had been adapted in Norway, out-sourced by the state to the Christian Omstreiferemissionen (Gypsy mission). Forced sterilization was another means discussed in this context. None of these strategies were actually full-scale introduced in Sweden. The reason for not using the Norwegian method against zigenare, was that they were seen as impossible to assimilate. As for the tattare, the Norwegian method was rejected mainly since it seemed impossible to define who belonged to the group at a time when the hegemony of racial biology was fading. Thus, the nation-wide “tattare”-inventory of the National Board of Health and Welfare in 1944 was registering “tattare” to a large extent based on assumed lifestyle or by gibbeting by local officials. Yet the threat of forced child foster care and forced sterilization were used as tools of discipline. According to research, people labelled as tattare as well as people actually identifying themselves as Resande have been clearly over-represented as victims of those measures, which are a painful part of the collective memory of Swedish Resande.The third chapter examines the practice of antiziganism at a local level in two well-documented cases: the Jönköping riots against Resande in 1948 and the illegal deportation of a Roma camp from Ludvika 1956. The Jönköping case is analysed as a chain of incidents, which started as micro-conflicts between some persons living in the poorest part of the city and ended with full-scale riots. The initial causes were not overtly racist, but the conflict escalated as it was racialised by the news-paper coverage, including comments from the police and state officials as a legitimate “peoples´ fury against tattare”. A second finding is that Resande were discriminated by the police and in the trials following: racist remarks were accepted expressions in court, Resande testimony were attended little credibility and their legal claims denied. Thus, this study presents evidence, which confirms assertions of legal bias against Resande in research based on oral history (Lindholm, Hazell). The Ludvika case depicts the cumulative discourse on one incident of police force intervention against Roma, which was accidentally payed national attention to and put to trial by an initative of the Ombudsmen for Justice (JO) as a possible incident of ethnic discrimination. The Roma claimed their right to put up their tents on a public camping spot. The local authorities, who already a priori had declared that “zigenare” camps were unwanted, claimed that the Roma had bin disturbing the order. The documents of the investigation give an insight in the views of locals, the police and the Roma. Finally, the Svea court of appeal convicted the police officer, as he did not have the right to, after an orally proclaimed ad hoc-decision by the mayor, forcely remove the Roma. However, it was not seen as an act of ethnic discrimination. This study unveils the practice of local authorities adapting the above mentioned 1923-policy against Roma camps and – which is the most important finding – answers the question why no documents have been found by researchers to confirm recollections of forced camp expulsions in autho-biographic litterature Roma (Taikon, Caldaras).The fourth chapter analyses the first major attempt in Swedish state level politics to abandon the path of repression against Roma. Already in 1930s, the Kelderash Rom spokesman Johan Dimitri Taikon had claimed Roma rights to attend public schools. The National board of Health and Welfare had, as parallel to the “tattare”-investigation, in 1944 concluded that the Roma had not left Sweden, but were living under socially unacceptable conditions. Formally Swedes, they were not in the position to claim any civil rights. In the 1940s a Swedish Gypsy mission was founded with the primary goal of assimilating the Roma. In 1952 the Communist party demanded an investigation of the racial discrimination of the Swedish Roma. The Social democrats soon addressed the question in another way, which was to be formative of the new Swedish Roma politics. In this perspective, the problem was how the Roma should not be left aside, but part of the rapid Swedish economic, social and educational development. The main material for my study in this part is the archive of the major “Gypsy investigation”, which in the years 1954-1956 on behalf of the government analysed the situation of Swedish Roma and the possibilities. Notably, the Resande minority was seen as part of this issue, thus this political revision did not have any impact on the discrimination of Resande. The documents of the “Gypsy investigation”, give an insight in the poverty, exclusion and out-right racism, which the Roma were still facing. One finding of my analysis is that the political revision was imposed from the state level, and did not correspond to a changed thinking at the local level. Another finding is that the methods of t}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2022,
title = {The church examination registers and the development of literacy in early modern Sweden},
author = {Lindmark, Daniel},
year = {2022},
journal = {"Seelenbeschribungen"},
pages = {217--231},
doi = {10.1515/9783110772395},
language = {eng},
publisher = {Oldenbourg : Walter de Gruyter},
keywords = {church history; kyrkohistoria; historia med utbildningsvetenskaplig inriktning; history of education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsanja_2020,
title = {Children Reared in Sectarian Groups},
author = {Nilsson, Sanja},
year = {2020},
journal = {The Encyclopedia of Child and Adolescent Development},
doi = {10.1002/9781119171492.wecad249},
language = {eng},
publisher = {: Wiley Online Library},
keywords = {intercultural studies; interkulturella studier},
abstract = {A broad definition of what constitutes a sectarian group is social and theological deviance and/or innovation, often paired with some level of critique of and isolation or withdrawal from society. It is impossible to say how many children (under the age of 18) worldwide grow up in so-called sectarian groups. There are primarily three reasons why such an estimation is problematic: the definitions of the terms new religions, cults, and sectarian groups vary according to time and location; the nature of sectarian groups tends to encompass withdrawal from society, which means that the beliefs of a group may not be known to wider society; and the groups are often wary about stating or have no knowledge of their own membership figures, sometimes due to unclear definitions of membership. This entry examines various impacts of the ways in which sectarian groups interact with socialization, education, health, and abuse, and the possible consequences for children reared in such groups.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brjessonmattias_2024_1,
title = {Powerful knowledge and the 2022 Swedish social studies curriculum},
author = {Börjesson, Mattias and Lilliestam, Anna-Lena},
year = {2024},
journal = {Curriculum Journal},
volume = {3},
number = {36},
pages = {400--416},
doi = {10.1002/curj.302},
language = {eng},
publisher = {: Wiley},
keywords = {powerful knowledge; social realism; social studies syllabi; swedish curriculum},
abstract = {In the 21st century, the idea that students should have opportunities to develop powerful knowledge has been influential in educational research. Social realism as an educational philosophy, and a focus on knowledge derived from academic disciplines, have been advanced as an alternative to social constructivism and traditionalism as a basis for the curriculum. Drawing on these three educational philosophies, an analytical framework consisting of three curriculum models was developed: the traditional model, the social constructivist model and the social realist model. This analytical framework was used to identify underlying ideas in the Swedish social studies syllabi for civics, geography, history and religious education in the 2022 curriculum for compulsory school. The history syllabus aligns with social realist model, with a focus on disciplinary knowledge, that is students should understand how historical knowledge is produced and validated. The geography syllabus shows features of the traditional and the social constructivist model in that factual knowledge and students' everyday experiences are emphasised. The civics syllabus shows features of the traditional model, with a focus on subject knowledge. The religious studies syllabus also shows features of the traditional model with a focus on canonical knowledge, but also emphasises disciplinary knowledge that align with the social realist model.},
issn = {0958-5176}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2008_3,
title = {Muslim Swim Wear Fashion at Amman Waves on the Internet and Live},
author = {Berglund, Jenny},
year = {2008},
journal = {Cyber Orient: Online journal of the Virtual Middle East},
doi = {10.1002/j.cyo2.20080301.0001},
language = {eng},
publisher = {: Wiley},
keywords = {islam; sharia; mode; baddräkter; history of religion; cultural heritage and cultural production; islamology; islamologi},
abstract = {When viewed on the internet, the waterslides and pools at Amman Waves look deserted, but when paying a visit they are filled with children, women and men in various kinds of swim wear. At Amman Waves women’s swim wear fashion ranges from small bikinis to swim-suits that cover every part of a woman’s body except the face, hands and feet. In this article these differences in covering are discussed and categorized in relation to Islamic law. It is argued that this variation in swim wear also has relevance for European societies since it shows possibilities for negotiations (agreement) between traditional Islamic ideals and ideals in modern Western societies.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lnngrenjohanna_2020,
title = {Exploring the discursive construction of ethics in an introductory engineering course},
author = {Lönngren, Johanna},
year = {2020},
journal = {Journal of Engineering Education},
number = {110},
pages = {44--69},
doi = {10.1002/jee.20367},
language = {eng},
publisher = {: John Wiley & Sons},
keywords = {discourse analysis; ethnography; first year (syn: freshmen; freshman); social responsibility; writing},
abstract = {Background: Engineering education must prepare students to assume professional and ethical responsibility for the societal impacts of technology, but most engineering students do not receive adequate ethics teaching. In fact, engineering education has been described as characterized by a “culture of disengagement” in which ethical and societal concerns are constructed as different from and less important than purely technical concerns.Purpose/Hypothesis: This study explores how a culture of disengagement is discursively constructed and perpetuated in engineering education by analyzing the discursive construction of ethics and ethical reflection in an introductory engineering course in Sweden.Design/Method: The study is based on extensive ethnographic data in the form of field notes, lecture recordings, interview data, and course documents. The data are analyzed using a discourse analytic approach rooted in discourse theory.Results: The results illustrate five processes through which ethics and ethical reflection are articulated as not the responsibility of the specific field of engineering, irrelevant for the profession, of low quality and status, and not very important for the engineering degree.Conclusions: The results contribute to understanding how a culture of disengagement may be perpetuated in engineering education. The results also point toward pedagogical tools and strategies that instructors and program managers can use to construct ethics and ethical reflection as an advanced skill that is an important and integral part of engineering and engineering education—and thus better prepare future engineers to become responsible professionals.},
issn = {1069-4730}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_fazlhashemimohammad_2019,
title = {The Parallel Power System as an Alternative to Revolution and Passivity},
author = {Fazlhashemi, Mohammad},
year = {2019},
journal = {Future(s) of the Revolution and the Reformation},
pages = {237--259},
doi = {10.1007/978-3-030-27304-0_11},
language = {eng},
publisher = {Switzerland : Palgrave Macmillan},
keywords = {shi’ite political thinking; parallell power system; pragmatism; political passivity; quietism; revolutionary ideas; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews; history of sciences and ideas},
abstract = {The idea of the parallel power system within the Shi’ite political thinking emerged during the 16th century. It was when worldly rulers offered the Shi’ite legal scholars influence in the judiciary, education and social care. In exchange they wanted religious legetimacy for their worldly power. The parallell power system was a compromise in Shi’ite political thinking. It was a third option between political passivity, quietism, and revolutionary ideas based on judicial and theological arguments. It was a compromise that found a model for cooperation with worldly power. This was a power distribution system that lasted in four hundred years, but was abandouned during the interwar period in early twentinth century. The abandounment of this compromise was one of the main reasons to the revolution in Iran in 1979. The purpose of this chapter is to show how this compromise was formed, what theological and judicial arguments the Shi’ite legal scholars used to legimate their cooperation with worldy rulers who did not fullfil their ideal of worldly rulers, and how its abandounment led to the revolution in Iran. This chapter conclude with an overview of the religious criticism directed at the revolutionary model that replaced the parallel power system.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schwarzeva_2020,
title = {Collective Phronesis?: An Investigation of Collective Judgement and Professional Action},
author = {Schwarz, Eva and Hjertström Lappalainen, Jonna},
year = {2020},
journal = {The Logic of Social Practices},
pages = {23--35},
doi = {10.1007/978-3-030-37305-4_2},
language = {eng},
publisher = {Cham : Springer},
keywords = {aristotle; collective knowledge; judgement; phronesis; police; practical knowledge},
abstract = {This paper is a conceptual investigation of whether, and how, action containing judgement can be understood as collective. Using an empirical example from the police profession, the article tries to capture the complexity of a real situation that requires both agency and judgement. The example is analysed in relation to the idea of collective judgement, both regarding ongoing debates in phenomenology concerning the possibility/need for a we-subject, and in social epistemology concerning the idea of judgement based on social evidence. The article claims that a richer account of action is needed in order to describe the collective aspects of judgements. Drawing on an Aristotelian understanding of action, the paper argues that an understanding of certain collective actions requires a notion of judgement that involves both we-subjectivity, and social evidence.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2020_5,
title = {Religious Education in a Post-Secular Age: Case Studies From Europe [Elektronisk resurs]},
year = {2020},
doi = {10.1007/978-3-030-47503-1},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {post-secular religious education; non-confessional - confessional re; distinction religious - non-religious education; religious education; post-secular; secularization; innovative learning}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2020,
title = {Religious Education Curriculum Constructions in Northern and Western Europe: A Three-Country Analysis},
author = {von Brömssen, Kerstin and Nixon, Graeme},
year = {2020},
journal = {Religious Education in a Post-Secular Age},
pages = {57--81},
doi = {10.1007/978-3-030-47503-1},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {religious education; re curricula; post-secular discourse; denmark; scotland; sweden; educational science}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2020,
title = {Introduction: Religious education and the notion of the post-secular},
author = {Thalén, Peder and Franck, Olof},
year = {2020},
journal = {Religious education in a post-secular age},
pages = {1--16},
doi = {10.1007/978-3-030-47503-1_1},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {religious education; post-secular; secularization; innovative learning; innovativt lärande}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_7,
title = {Facing Religious Ethical Claims in Post-secular Ethics Education: Challenges and Contributions},
author = {Franck, Olof},
year = {2020},
journal = {Religious Education in A Post-Secular Age. Case Studies from Europe. Franck, O. & Thalén, P. (eds)},
pages = {229--248},
doi = {10.1007/978-3-030-47503-1_12},
language = {eng},
publisher = {London : Palgrave},
keywords = {post-secular religious education; ethics eduaction}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2020_1,
title = {World view instead of religion?},
author = {Thalén, Peder},
year = {2020},
journal = {Religious education in a post-secular age},
pages = {157--178},
doi = {10.1007/978-3-030-47503-1_9},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {religious education; post-secular; secularization; innovative learning; innovativt lärande}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hllandermarie_2020,
title = {The Pedagogical Possibilities of Witnessing and Testimonies: Through the Lens of Agamben},
author = {Hållander, Marie},
year = {2020},
doi = {10.1007/978-3-030-55525-2},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {giorgio agamben; testimony; witnessing; historical consciousness and education; trauma studies; representation; subjectivity; utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {This book explores the pedagogical possibilities of testimony and witnessing. Drawing on the work of Giorgio Agamben, this book highlights the ultimate impossibility of witnessing and testimony: testimonies do not stand outside language, history, politics, or capitalist systems. Through analysis of different aspects of representation, subjectivity and emotions, this book illustrates how testimonies can be used as a way to control student emotions, perceptions and understandings. Testimonies used within teaching can work as a way to reproduce stereotypes of suffering, and can thus consolidate and reinforce exisiting power structures and identities. By exploring these difficulties, the author argues for the value of teaching historical testimonies of suffering that recognize both the impossibilities and possibilities of witnessing and testimony.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_keynesmatilda_2021,
title = {Introduction: connecting historical justice and history education},
author = {Keynes, Matilda and Åström Elmersjö, Henrik and Lindmark, Daniel and Norlin, Björn},
year = {2021},
journal = {Historical justice and history education},
pages = {1--20},
doi = {10.1007/978-3-030-70412-4_1},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {educationalisation; justice; redress; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {This chapter works as an introduction to the overall theme of the volume, details the origin of the book, and outlines thematic sections and individual chapters. It also supplies a research overview and a summary of the emergence and rise of historical justice movements and processes around the world, detailing the ways that history education, broadly conceived, has been positioned as a significant site of historical injustice, as well as a mechanism for historical redress. Further, the chapter discusses this evolving relationship between historical justice and history education, elaborates on central concepts that appear in the book, and outlines challenges and possibilities this relationship generates for both fields.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_4,
title = {Relational and Critical Perspectives on Education for Sustainable Development. Belonging and Sensing in a Vanishing World},
year = {2022},
doi = {10.1007/978-3-030-84510-0},
language = {eng},
publisher = {Springer Nature Switzerland , Sustainable Development Goals Series},
keywords = {sustainable development; education; wild pedagogy; critical thinking; cross-curricular},
abstract = {This volume focuses on the fourth Sustainable Development Goal (SDG), education, to look at sustainability from various angles with the purpose of challenging preconceptions about what sustainable education might entail and how it should be conducted. To this end, the book assembles scholars from various research fields and disciplines, who are willing to be at the cutting edge regarding sustainability and education on all levels with students in the ages of 6-15. Through this approach, the text points towards a “wild pedagogy” in line with post-sustainable thinking. This involves agency and the role of nature itself as a co-educator, and promotes cultural changes, and explorative processes of finding “the wild” – the unknown, and complexity in nature – and thus of challenging the human need for control. This approach is also, in line with the 2030 Agenda, an attempt to move from advocating predetermined behavioural change to embracing a pluralistic perspective on sustainability, based on holistic views on education. Such views include curiosity, wonderment, compassion and agency as guiding lights. The book is structured into three sections, based on three interrelated strands. These strands are, in various ways, dependent on one another and further engaged with bringing education theory and practice together. These strands are 1) Belonging and sensing, 2) Critical thinking, social justice and action competence, and 3) Creating hope in a vanishing world. These strands aim to increase our access to and understanding of the ways in which sustainability can be integrated into education and why. The purpose of the text is to encourage educators of all kinds and levels, as well as scholars in different fields, to explore new perspectives on education for sustainable development. The book examines probes in diverse academic fields and focuses on how to combine different approaches and content, and therefore everyone interested in interdisciplinary and cross-curricular teaching and learning should find this work enlightening.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_khodayarifardmohammad_2023,
title = {Iranian Children’s Drawings of God: Demographic and Contextual Considerations},
author = {Khodayarifard, Mohammad and Pourhosein, Reza and Pakdaman, Shahla and Zandi, Saeid},
year = {2023},
journal = {When Children Draw Gods},
pages = {325--361},
doi = {10.1007/978-3-030-94429-2_12},
language = {eng},
publisher = {Cham : Springer Publishing Company},
keywords = {culture; developmental psychology; god representation; religious development; psychology of religion},
abstract = {In 2014, we collected more than 3000 drawings of God in Iran. Here we present the conditions for this collection and the results derived from it. We interpret our fndings from the perspective of developmental psychology, and discuss them in terms of social, cultural, and contextual factors (media, formal and informal education). We consider God representation with regard to Iranian-Islamic culture. Additionally, we make a brief comparison between our findings, drawn from participants in Iran, and the findings of studies conducted in Western cultures. Finally, limitations of the study and future research directions are critically discussed.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_klingenbergmaria_2022,
title = {Young Adults as a Social Category: Findings from an International Study in Light of Developmental and Cohort Perspectives},
author = {Klingenberg, Maria and Sjö, Sofia and Moberg, Marcus},
year = {2022},
journal = {The Diversity of Worldviews Among Young Adults},
pages = {23--46},
doi = {10.1007/978-3-030-94691-3_2},
language = {eng},
publisher = {Cham : Springer},
keywords = {young adults; developmental perspective; cohort perspective; value change; media use; self-assessed religiosity; religious practice; sociology of religion; religionssociologi},
abstract = {The purpose of this chapter is to provide an overview of the basic characteristics of the university students who have participated in the Young Adults and Religion in a Global Perspective (YARG) project, as mirrored in the survey data, and to discuss the findings in light of theoretical assumptions about young adults. The chapter provides an introduction to two prevalent research perspectives on youth: a developmental perspective, and a cohort perspective. Background statistics as well as the main findings on religion are then discussed in light of these perspectives. The respondents’ age, civil state and relational commitments are analyzed from a developmental perspective, which assumes similarity on behalf of young adults as a consequence of their age. Furthermore, findings on values and media use are presented in order to explore whether the survey data provides support for the participants forming a generation, the main tenet of a cohort perspective, in terms of sharing values and media habits. The concluding section discusses the extent to which higher education sets university students apart from the youth population in generally, as reflected in the YARG data. The chapter therefore provides a first glimpse into who the participants are, and what the categorization of them as young adults entails.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_kontalajanne_2022,
title = {The Global Variation of Non-religious Worldviews},
author = {Kontala, Janne and Lassander, Mika and Klingenberg, Maria and Keysar, Ariela and Lagerström, Martin},
year = {2022},
journal = {The Diversity of Worldviews Among Young Adults},
pages = {153--174},
doi = {10.1007/978-3-030-94691-3_8},
language = {eng},
publisher = {Cham : Springer},
keywords = {university students; non-religion; irreligion; atheism; secularity; worldviews; values; schwartz; q-method; faith q-sort; pvq; sociology of religion; religionssociologi},
abstract = {This chapter explores the worldviews and values from a pooled data of non-religious young adults undergoing higher education from 12 countries. From an initial pool of 559, 75 respondents were chosen based on screening questions on religious identity and belonging. The exploration of worldview prototypes is done through utilizing Faith Q-Sort. The emerging worldview prototypes are interpreted further with the survey data, most importantly the ratings of different types of motivational values. The values survey is based on the Portrait Values Questionnaire. The findings of this study indicate that there are several non-religious outlooks that can accommodate openness towards religion or spirituality. Their only common ground is that they do not consistently reject all aspects of religion. The values of the non-religious respondents were in line with previous studies with self-direction values, but diverged by placing high value on benevolence. Interesting differences between the value profiles of the different non-religious outlook types were discovered, pointing to the relevance of taking into account the outlook variety internal to non-religion.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_sjbergerik_2023,
title = {Internationalism and the new Turkey: American Peace Education in the Kemalist Republic, 1923-1933},
author = {Sjöberg, Erik},
year = {2023},
doi = {10.1007/978-3-031-00932-7},
language = {eng},
publisher = {Springer Palgrave Macmillan},
keywords = {a-tu---; fredsstudier; international education turkey history 20th century.; internationalism historia; internationalism history 20th century.; peace study and teaching turkey history 20th century.; robert college (istanbul; turkey history 1918-1960.; turkey) history 20th century.; turkiet; turkiet); utlandsstudier historia},
abstract = {This book examines international education in Turkey after World War I. In this period, a movement for peace and international education among American educators emerged. This effort, however, had to be reconciled with the nationalist projects of new nation-states emerging from the war. In the case of the Near East that meant coming to terms with the radically nationalist modernization project of Kemal Atatürk’s Turkish Republic. Using the case of Robert College, an American educational institution in Istanbul, which aimed to foster a future local elite of a multi-ethnic and multi-religious student body, the book sheds light on the negotiation between two conceptions of modernity, as represented by American internationalist ideals and the tenets of Kemalism the Westernizing, yet deeply ethnocentric national ideology of post-1923 Turkey. Based on recently declassified archival sources, this study addresses the educational intentions and strategies for adjustment of college faculty. It also offers a rare insight into the mindset of young students attempting to make sense of what internationalism and religious, ethnic and national identity meant in the Ottoman past and in the new republican Turkey. Focusing on Robert College and the forgotten case of its dean and social studies instructor, Dr. Edgar Jacob Fisher, it addresses the little-researched field of internationalism and peace education in interwar Turkey.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bjelobabasonja_2023,
title = {Preparing Preservice Teachers to Teach Academic Integrity and Ethics},
author = {Bjelobaba, Sonja and Cronqvist, Marita},
year = {2023},
journal = {Ethics and Integrity in Teacher Education},
pages = {43--54},
doi = {10.1007/978-3-031-16922-9_4},
language = {eng},
publisher = {Cham : Springer International Publishing},
keywords = {professional ethics; academic integrity; preservice teacher education; education; teacher education and education work},
abstract = {The inclusion of ethics and integrity in preservice teacher education can refer to several contexts. The first context is academic integrity for preservice teachers with a focus on incorporating academic integrity in their own studies within higher education, as well as teaching them different components of academic writing including proper referencing techniques to enable them to write their own academic texts. The second context is developing the professional ethics of these future teachers, as a lived practice as well as through ethical codes. The third context is giving preservice teachers pedagogical and didactic knowledge and instruments to teach academic integrity and ethics to their future students in primary and secondary education, in order to prepare them for their own higher education endeavours. While attention is paid to the first and the second context, the third one is only rarely treated as a part of preservice teacher education as it is usually assumed that the first context is indirectly giving enough preparation for a preservice teacher to subsequently mediate ethics and integrity to his or her students. In this paper, we argue that this assumption is problematic and propose the inclusion of the third context – preparing future teachers to teach academic integrity and ethics – in preservice teacher education. Although the chapter uses the preservice teacher education in Sweden as a starting point, the three ethical contexts that are identified are not limited to any particular national preservice education system but are relevant in other similar frameworks as well.}
}
@proceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_5,
title = {Academic Integrity: Broadening Practices, Technologies, and the Role of Students: Proceedings from the European Conference on Academic Integrity and Plagiarism 2021},
year = {2022},
doi = {10.1007/978-3-031-16976-2},
language = {eng},
publisher = {Springer},
keywords = {academic integrity socialization; students' point of view on academic integrity; academic misconduct; cheating during the covid-19 pandemic; contract cheating; covid-19 pandemic; data mining; essay mills; ghost-writing services; high-performing students and integrity; integrity in on-line education; integrity in secondary education; academic integrity; institutional strategies for academic integrity in eurasia; language competence training; marker detection of contract cheating; plagiarism in doctoral theses; reddit communities; referencing in master's theses; translation plagiarism; education},
abstract = {This book aims to broaden the horizons of academic integrity by discussing novel practices and technologies, and the importance of student involvement in building a culture of academic integrity. Examples are the outreach efforts towards a range of non-educational organisations, the exploration and comparison of ethical policies and actions in different institutions, and the improvement of student responses in research on sensitive topics.It explores a range of scenarios and strategies adopted in different parts of the world during the COVID-19 pandemic, and addresses new technological advances for investigating types of academic misconduct that are difficult to find, including translation plagiarism, contract cheating, the usage of proctoring systems, and the innovative use of data mining to detect cheating on online quizzes.The work shows how working with students is an essential part of the fight against academic misconduct. The student voice can be a powerful source of motivation for students, but educators also need to understand their perspectives, especially regarding such an important topic as academic integrity.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_khanzeenathreza_2023,
title = {Academic Integrity Outreach Efforts: Making Education Accessible and Inclusive},
author = {Khan, Zeenath Reza and Draper, Michael and Bjelobaba, Sonja and Razi, Salim and Sivasubramaniam, Shiva D.},
year = {2023},
journal = {Academic Integrity: Broadening Practices, Technologies, and the Role of Students},
pages = {3--16},
doi = {10.1007/978-3-031-16976-2_1},
language = {eng},
publisher = {Cham : Springer Publishing Company},
keywords = {outreach; un sustainable goals; accesible education; inclusive education; academic integritz; qualitz of education; horiyontal and vertical outreach strategies; education},
abstract = {Outreach is typically a word used for the corporate sector when looking at their social responsibility. However, when it comes to the academic sector, outreach becomes a compulsory part of everyone’s responsibility in order to successfully achieve United Nation’s sustainable Goal 4 – quality education. Quality of education comes from ensuring all the stakeholders understand integrity values and make every effort to uphold such values in all aspects of academia and research.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gaiauskaitinga_2023,
title = {Researching Academic Integrity: Designing Research to Help Participants Give Genuine Responses Using Quantitative and Qualitative Methods},
author = {Gaižauskaitė, Inga and Glendinning, Irene and Bjelobaba, Sonja and Sivasubramaniam, Shiva D. and Razi, Salim and Khan, Zeenath Reza and Ribeiro, Laura and Waddington, Lorna},
year = {2023},
journal = {Academic Integrity: Broadening Practices, Technologies, and the Role of Students},
pages = {47--65},
doi = {10.1007/978-3-031-16976-2_4},
language = {eng},
publisher = {Cham : Springer International Publishing},
keywords = {research design; academic integrity; research ethics; sensitive questions},
abstract = {Whether attempting a qualitative or quantitative study, scientific research depends on the study design, identifying the target population, establishing the appropriate methodology, choosing data collection methods and analysis procedures that ensure the validity of the study and reliability of results. Flawed research methodologies result in measurement error, which is the difference between the actual value and what has been measured. Although it is difficult to avoid random errors, any systematic errors (e.g., invalid and/or unreliable instruments) should be designed out.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_11,
title = {Powerful Knowledge in Religious Education : Exploring Paths to A Knowledge-Based Education on Religions},
year = {2023},
doi = {10.1007/978-3-031-23186-5},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {powerful knowledge religious education sociology of education philosophy of religion subject matter education}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2023_1,
title = {Powerful knowledge in ethics and existential questions: which discourses, for which pupils, in which contexts?},
author = {Osbeck, Christina and Sporre, Karin and Lilja, Annika},
year = {2023},
journal = {Powerful knowledge in religious education},
pages = {21--42},
doi = {10.1007/978-3-031-23186-5_2},
language = {eng},
publisher = {Cham : Palgrave Macmillan},
keywords = {powerful knowledge; existential questions; re didactics; michael young; 'powerful knowledge'; existentiella frågor; re didaktik},
abstract = {This chapter emanates from the Swedish context where the RE subject since the 1960s is a confessionally neutral and broad subject that includes not only knowledge of religions but also ethics and 'livsfrågor' [existential questions]. Accepting Michael Young's perspective that there is knowledge that pupils are entitled to and that there is power in knowledge that transcends contextually bound insights and expressions, one must add that the discussion about which these indispensable concepts and discourses are, has been more developed concerning religion than ethics or existential questions/worldviews. There is a need for a qualified discussion about powerful knowledge, and what constitute powerful knowledge, also in these fields. However, such a discussion cannot take as its only point of reference the potential strength in concepts and discourses. There is also a need for a dialectic relationship between 'curriculum' and 'child'. A teaching that does not reach the children that the teaching is to engage cannot be considered meaningful, no matter how powerful the knowledge paid attention to may be. In addition, if knowledge also is contextual, powerful knowledge can only be powerful in the practices that acknowledge this knowledge and allows it to be powerful. Powerful teaching must take into consideration the practices where the pupils have to appear as powerful, even if it cannot stay in these contexts. The purpose of this chapter is to argue for the importance of a dialectical perspective when discussing PK—a perspective that recognizes both child and curriculum—and based on three current empirical projects on ethics and pupils' existential questions, discuss what we know about children's knowledge interest and concrete meanings of powerful knowledge regarding ethics and existential questions.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_10,
title = {Powerful Knowledge in Non-denominational Religious Education: Some Considerations on the Relationship Between Curriculum and Pedagogy},
author = {Franck, Olof},
year = {2023},
journal = {Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions},
pages = {43--66},
doi = {10.1007/978-3-031-23186-5_3},
language = {eng},
publisher = {Cham : Springer International Publishing},
abstract = {The argument that schools’ teaching of religions and beliefs should be knowledge-based may seem to be an educationally as well as epistemologically uncontroversial position. What gives rise to critical discussion, with room for a fairly wide arena of arguments and positions, are questions about just what type of knowledge such teaching should pay attention to and convey, and in what way.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_11,
title = {Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2023},
journal = {Anthony, F-V. & Ziebertz, H-G. (eds), Human Rights and the Separation of State and Religion: International Case Studies},
pages = {217--232},
doi = {10.1007/978-3-031-33998-1},
language = {eng},
publisher = {Cham : Springer},
keywords = {religion in secular democracies; citizenship education; inclusion; social and cultural literacy; religious literacy; religious diversity; non-denominational religious education; democratic religious education},
abstract = {How can a secular democratic state inform its fundamental values to migrants with past affiliation in societies marked by religious norms and values? In Sweden, migrants are offered a (non-compulsory) course in civic orientation. Research has shown a need for professionalization of this type of education. A dimension of professionalization can, we urge, be described in terms of religious literacy. The development of a course in civic orientation, where norms and values are discussed with respect to human rights, presupposes that methods are developed to draw attention to the complexity, and the ambiguity, of relations between religious and secular ethical positions. Teachers need knowledge of religiously motivated beliefs in ethical issues and of ways in which these are made visible in the multidimensional practice of lived religion. Sweden, perceived as a highly secular country, has taken in many migrants from countries with traditional religious values. Through interviews, the Institute for Future Studies has identified some areas where religiosity is one parameter for the way these people rethink ethically relevant perceptions. These are values of self-determination and the individual’s own choices – such as abortion, divorce, premarital sex and homosexuality, and with those contiguous rights that are perceived as non-negotiable in the secular democratic discourse. This chapter analyses the secular state’s mission to inform new arrivals about democratic values in relation to human rights in the Swedish discourse. The analysis is based on a multidimensional understanding of the concept of religious literacy, with reference to a discussion about the distinction between having a right to live with or without religion. One aim is to explore challenges and opportunities to discern in the current discourse how religion can contribute to the development of the secular state and how secular value teaching can contribute to the development of religious approaches to human rights.},
issn = {2510-4306}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_12,
title = {Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2023},
journal = {Human Rights and the Separation of State and Religion},
pages = {217--232},
doi = {10.1007/978-3-031-33998-1_11},
language = {eng},
publisher = {Cham : Springer Netherlands},
keywords = {religion in secular democracies. citizenship education; inclusion social and cultural literacy; religious literacy; religious diversity; non-denominational religious education; democratic religious education},
abstract = {How can a secular democratic state inform its fundamental values to migrants with past affiliation in societies marked by religious norms and values? In Sweden, migrants are offered a (non-compulsory) course in civic orientation. Research has shown a need for professionalization of this type of education. A dimension of professionalization can, we urge, be described in terms of religious literacy. The development of a course in civic orientation, where norms and values are discussed with respect to human rights, presupposes that methods are developed to draw attention to the complexity, and the ambiguity, of relations between religious and secular ethical positions. Teachers need knowledge of religiously motivated beliefs in ethical issues and of ways in which these are made visible in the multidimensional practice of lived religion. Sweden, perceived as a highly secular country, has taken in many migrants from countries with traditional religious values. Through interviews, the Institute for Future Studies has identified some areas where religiosity is one parameter for the way these people rethink ethically relevant perceptions. These are values of self-determination and the individual’s own choices – such as abortion, divorce, premarital sex and homosexuality, and with those contiguous rights that are perceived as non-negotiable in the secular democratic discourse. This chapter analyses the secular state’s mission to inform new arrivals about democratic values in relation to human rights in the Swedish discourse. The analysis is based on a multidimensional understanding of the concept of religious literacy, with reference to a discussion about the distinction between having a right to live with or without religion. One aim is to explore challenges and opportunities to discern in the current discourse how religion can contribute to the development of the secular state and how secular value teaching can contribute to the development of religious approaches to human rights.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonulf_2024,
title = {The Metaphysics of Platonism},
author = {Persson, Ulf},
year = {2024},
journal = {Handbook of the History and Philosophy of Mathematical Practice: Volume 1-4},
number = {1},
pages = {91--108},
doi = {10.1007/978-3-031-40846-5_2},
language = {eng},
publisher = {Cham : Springer International Publishing},
keywords = {consistent; physical; platonism; mathematical; intuition; metaphor; countable; logic; imagination; forms; integers; canonical; fiction; induction; deduction; metaphysical; cognitive; subset; cardinalities; game; discovery; proof; formalism; intelligence; philosophical; invention; set; reality; computational; axiomatic; meta-mathematics; experiments; mechanical; programming; minds; empirical; ideal},
abstract = {This chapter constitutes an attempt to present a modern version of what Platonism in mathematics really entails. Thus one can view it as an attempt to get a closer approximation to Platonic Platonism and not get stuck in Plato’s Platonism, which admittedly has great historical value, but when it comes to its specific details only such. In particular, the presentation takes exception to the post-Plato development of Plato’s Platonism, the so-called Neo-platonism, which is an exalted version of Plato’s thought but shorn off its irony. In particular, it constitutes a literal reading of Plato’s metaphor positing a separate abode for forms and interpreting the immortality of the “soul” in personal terms. Those religious ideas are but a distraction irrelevant to the issue of mathematical Platonism, but unfortunately providing easy fodder for contemporary attacks and dismissals of it. Physics is of course a human invention, but not a frivolous one, but created in response to a physical reality “out there.” Mathematics as practiced is also a human activity on par with physics, and the content of mathematical Platonism is that it is also created in response to a “reality” which is “out there.” While notions of beauty and virtue are ultimately a matter of social convention, knowledge is not, and just as there exists physical knowledge, we can also talk about mathematical knowledge not only as just being tautological. The latter view becomes seductive if you try to anchor mathematics in Popper’s World One through formalism, when it naturally resides in World Three of Popper, whose discovery incidentally Popper attributes to Plato. While beauty in mathematics is on par with beauty in the arts, it is part of a humanistic aspect of mathematics, not its Platonic. To exclusively place mathematics in the humanistic fold invites the abuses of post-modernism, whose classical antecedents are to be found in the teachings of the sophists, tellingly the mortal enemies of Plato.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_farazoulialexandra_2024,
title = {Automation and Assessment: Exploring Ethical Issues of Automated Grading Systems from a Relational Ethics Approach},
author = {Farazouli, Alexandra},
year = {2024},
journal = {Framing Futures in Postdigital Education},
pages = {209--226},
doi = {10.1007/978-3-031-58622-4_12},
language = {eng},
publisher = {Cham : Springer},
abstract = {Automation in assessment is a fast-emerging AI research field that raises ethical issues for education. So far, dominant approaches to ethics have led to the development of numerous ethical guidelines to fix issues that the deployment of AI systems might introduce. This chapter critically examines the ethical considerations of AI automation in education by focusing on assessment and Automated Grading Systems (AGS). To this end, a relational approach to ethics is discussed that focuses on AGS’ specificities regarding data, algorithms, and assessment and the context where these systems are used, including situations and purposes, actors and relations, and time and place.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_messinadahlberggiulia_2024,
title = {Data-driven Educational Practices: On Access, Transparency, and the Value-creation of Data},
author = {Messina Dahlberg, Giulia},
year = {2024},
journal = {Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices, Eds. Anders Buch, Ylva Lindberg & Teresa Cerratto Pargman},
pages = {59--75},
doi = {10.1007/978-3-031-58622-4_4},
language = {eng},
publisher = {Cham : Springer Cham},
keywords = {value creation; access; transparency; driving simulation; epistemic and non-epistemic knowledge; assessment; standards.},
abstract = {By setting the spotlight on the intricate relationship between form, content, and outcomes in data-driven educational practices, this chapter explores the nuanced dimensions of value creation in such practices. A series of illustrative examples that deal with the use of data-driven tools to perform and deliver certain tasks are used to discuss the negotiation of standards during instructional interaction, as well as the cultural boundaries between epistemic and non-epistemic knowledge. More specifically, examples from driving simulator-based instruction in a Natural Resource Program show the complex alignment with set standards in practices of assessment and feedback. This chapter critically examines various dimensions, incorporating both political and ethical aspects of data value creation. It emphasizes the necessity for a meta-perspective that addresses the sensitive issues of access and transparency in educational practices. This serves as an ethical measure to make students aware of algorithmic control. Furthermore, the chapter argues for processes of data creation and evaluation that stay close to its users in space and time. By keeping the value of data bound to its context, we avoid the pitfalls of tools’ market-orientation, and we create the conditions for the understanding and theorization of data-driven educational practices.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_daunholger_2024,
title = {Globalisation, education policy, and change: Globalizations, meta-ideological hegemony and challenges in education},
author = {Daun, Holger},
year = {2024},
journal = {Fourth International Handbook of Globalisation, Education and Policy Research},
pages = {265--290},
doi = {10.1007/978-3-031-67667-3_15},
language = {eng},
publisher = {Cham : Springer},
keywords = {cultural globalisation; education policies; education reforms; global competition; globalisation; hegemony; meta-ideological hegemony},
abstract = {This chapter offers a critical analysis of the dominant paradigms and ideologies and their positions along selected dimensions. The globalised meta-ideology was assumed to define and influence changes in education and policy reforms, both locally and globally, but other reasons for or causes of the changes in education policy might be an object of future, in-depth, research. In the past years populism has come to challenge the prevailing hegemony. Despite frequent incompatibilities with local economic structures and cultural patterns, the meta-ideology and its paradigmatic features described above are taken for granted by politicians and policymakers around the world. The educational features that have been globalized are ostensibly biased towards academic achievement, standards, cognition, and purposive rationality.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_daunholger_2024_1,
title = {Globalisation and education policy issues: Globalisation and Islamic education},
author = {Daun, Holger and Arjmand, Reza},
year = {2024},
journal = {Fourth International Handbook of Globalisation, Education and Policy Research},
pages = {403--416},
doi = {10.1007/978-3-031-67667-3_22},
language = {eng},
publisher = {Cham : Springer},
keywords = {globalisation; identity; islam; islamic education; islamic moral values; minorities},
abstract = {The chapter examines the nature of Islamic educational arrangements, showing some similarities and some differences throughout the approximately 40 countries where Muslims traditionally form majorities or important minorities. The similarities have to do with the features inherent in Islam: the idea of the Muslim community ('umma); Sharia law; and the widespread desire among Muslims to have their children trained in Islamic moral values and norms. The chapter discusses the differences between the Muslim countries, which are related mainly to colonial experiences, the relative power of Muslim interests in each country, the type of state and public education system, and the type and degree of involvement in globalisation processes. The chapter concludes that the permanent presence of Islam in Europe, North America, and Australia has become a reality today. The difference between the Islamic values and identity, on the one hand, and the predominant cultures and value systems of the host societies, on the other hand, has made governments in the North attempt to keep a balance between integration and preservation of culture of origin.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_9,
title = {Intersections of Religion, Education, and a Sustainable World},
year = {2025},
doi = {10.1007/978-3-031-81809-7},
language = {eng},
publisher = {Springer Cham},
keywords = {open access religious education and sustainability caring for the whole child ecotheology and religious education sustainable gender education within theological education pedagogical methods for religion and sustainability theology and the environment religious literacy education religion in the anthropocene reframing conceptions of “nature” and “man” in education religious education in times of sustainability crisis},
abstract = {This open access volume contains up-to-date, informed perspectives on how sustainable development issues can be integrated into religious education. With a focus on issues that frequently appear in policy documents related to Education for Sustainable Development, this volume offers valuable guidance and research on how teacher education, didactics and pedagogy can be developed to better integrate these issues in religious education. The chapters include contributions from all over the world, thereby highlighting the importance of integrating the issue of environmental sustainability and sustainable development in all forms of religious education. This text appeals to educators, researchers and policy makers interested in the intersection of sustainability and religious education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_windsorsally_2025,
title = {The Fertile Ground Between Sustainability and Religious Education},
author = {Windsor, Sally and Franck, Olof},
year = {2025},
journal = {Windsor, S., Franck, O. (eds) Intersections of Religion, Education, and a Sustainable World.},
pages = {1--8},
doi = {10.1007/978-3-031-81809-7_1},
language = {eng},
publisher = {Berlin : Springer Nature},
abstract = {This chapter introduces the aims of this book and the chapter contributions that are contained within. It identifies a gap in the research that scrutinises the types of education that sit at the nexus of religious education and sustainability education and argues that the core of both of these forms of education should be to enhance the ‘ethical literacy’ of students for a sustainable future.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_6,
title = {Concluding Remarks and Future Directions},
author = {Franck, Olof and Windsor, Sally},
year = {2025},
journal = {Windsor, S., Franck, O. (eds) Intersections of Religion, Education, and a Sustainable World.},
doi = {10.1007/978-3-031-81809-7_13},
language = {eng},
publisher = {Cham : Springer Cham},
abstract = {This chapter concludes the book Intersections of Religion, Education, and a Sustainable World. It discusses how the contributions to this book show a depth and breadth of engagement with the how religious education can address the critical sustainability issues of our time. It proposes three possible paths for future research.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2025_1,
title = {The Multicultural Almanac as a Pedagogical Tool in Religious Education},
author = {Jonsson, Linda},
year = {2025},
journal = {Intersections of Religion, Education, and a Sustainable World},
pages = {73--86},
doi = {10.1007/978-3-031-81809-7_6},
language = {eng},
publisher = {Cham : Springer},
abstract = {The Swedish syllabus for primary school, from preschool class to year 3 (F–3), states that ‘Teaching in religion should aim at helping the pupils to develop knowledge of religions and other outlooks on life in their own society and in other parts of the world’ (Skolverket, Läroplan för grundskolan, förskoleklassen och fritidshemmet, Lgr22 [Curriculum for the compulsory school, preschool class and the leisure-time centre], 2022, p. 188). The headings in the syllabus – Living together, Living in the neighbourhood, Living in the world and Exploring reality – indicate that the learning should start with the close and familiar, but it is also be about what we experience as foreign and unknown. In many Swedish classrooms in the lower grades, the calendar/almanac is a natural starting point for the school day. Using the almanac the teacher draws the pupils’ attention to the day of the week and date. The following chapter, taking an intercultural pedagogical and lifeworld-oriented approach, will reason about whether a multicultural almanac as a pedagogical tool can contribute to the pupils seeing themselves as a part of a larger whole. The chapter concludes with some pedagogical implications for an enriching Religious Education (RE) based on the multicultural almanac as a pedagogical tool. The almanac serves as a contribution to creating a sustainable classroom community in diversity and for Education for Sustainable Development (ESD).}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2025,
title = {Indigenous Spirituality with a Focus on Maya Religion and Ritual Practices in Connection with Education on Sustainable Development in RE Classrooms},
author = {Liljefors Persson, Bodil},
year = {2025},
journal = {Intersections of Religion, Education and a Sustainable World},
pages = {123--137},
doi = {10.1007/978-3-031-81809-7_9},
language = {eng},
publisher = {Cham : Springer},
abstract = {This contribution has two purposes. It aims at grasping Indigenous religions with an emphasis on Maya religious discourse seen in long term perspective and aims to give examples of how teaching about ecology, sustainability and global ethics and values can benefit from connecting to Indigenous religious traditions rituals within Religious Education. Questions of powerful knowledge and religious literacy are also discussed in this context.Central themes in Maya cosmology, mythology and rituals will be highlighted together with the viability of Maya view on nature, agriculture, ecology and thus sustainability. Local knowledge of agriculture and ethnobotany, as well as ritual healing ceremonies are handed down from ancient traditions and still visible in present everyday life. These ritual practices today still communicate meaning and spirituality in the Maya area.Knowledge of Indigenous religions and spirituality, exemplified by the case of Maya cosmology and ritual practices, will deepen understanding of processes of change and permanence and thus of sustainability. The objective is to emphasise the importance of integrating questions of sustainability and ecology in RE classrooms and to encourage future teachers in RE to develop their knowledge on the relations between religion(s) and sustainability.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2025_7,
title = {Controversial Issues in Religious Education on Ethics, Values, and Beliefs Perspectives from Northern Europe},
author = {Franck, Olof and Liljefors Persson, Bodil},
year = {2025},
doi = {10.1007/978-3-031-96728-3},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {kontroversiella frågor; värden; religion; religionsdidaktik},
abstract = {This book presents a broad and in-depth, research-based source for exploring how teaching controversial issues on ethics, values, and beliefs can be conducted in Religious Education. How may teachers conduct an objective and comprehensive education that respects children's and young people's divergent views, based on traditions and beliefs that characterize their background and family discourse and/or in personal standpoints? The chapters explore the development of pedagogical and didactical approaches, with special regard to the implementation of teaching on issues that may be experienced as sensitive and contentious. The chapters represent a variety of disciplinary fields, including philosophy, science of religion, ethics, intercultural education, values education, worldview education, and social sustainability. The book may serve as course literature in Teacher education, and in in-service training for teachers.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2025_1,
title = {Controversial Issues in Religious Education: Powerful Knowledge and Democratic Practices in Relation to Existential Questions and Values Education},
author = {Liljefors Persson, Bodil},
year = {2025},
journal = {Controversial Issues in Religious Education on Ethics, Values, and Beliefs},
pages = {1--17},
doi = {10.1007/978-3-031-96728-3_1},
language = {eng},
publisher = {: Palgrave Macmillan},
abstract = {In this chapter, ongoing discussions on powerful knowledge and democratic and inclusive practices are related to teaching existential questions and core values in religious education. In classrooms where both multi-religiousness and secularity characterize the students’ everyday life, it is urgent to offer the students possibilities to discuss norms and values, since they constantly move between various multicultural contexts. The students should be given the opportunity to reflect on questions of core values, ethics, and morality as well as to discuss what democracy, solidarity, equality, and inclusion can mean. One way for teachers to work with these questions is to focus partly on subject literacy and on powerful knowledge in relation to inclusive teaching, partly on a subject content where existential questions and a plurality of norms and core values are expressed together with controversial issues.This chapter strive to contribute to ongoing epistemological and didactical discussions in religious education and by working with democratic practices such as deliberative conversations in relation to controversial issues, the content of conflicts is made visible, and the possibility for students to develop and assess their own opinions, as well as to recognize and respect each other’s diverse identities increase. Thereby, they may also gain an increased knowledge and understanding and consider new perspectives on various sensitive or complex questions. It is the aim of this chapter to explore and illuminate these issues and thus to contribute to the development of epistemological contexts of the subject religious education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_heineviklydia_2025,
title = {The Teaching of Sexuality, Consent, Relationships, and Gender in Swedish Religious Education: A Controversial Issue?},
author = {Heinevik, Lydia},
year = {2025},
journal = {Controversial Issues in Religious Education on Ethics, Values, and Beliefs. Perspectives from Northern Europe / edited by Olof Franck, Bodil Liljefors Persson.},
pages = {199--214},
doi = {10.1007/978-3-031-96728-3_12},
language = {eng},
publisher = {Cham : Palgrave Macmillan}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonbckfrancis_2025,
title = {Navigating Controversies in Worldview Education},
author = {Jonbäck, Francis},
year = {2025},
journal = {Controversial Issues in Religious Education on Ethics, Values, and Beliefs},
pages = {19--37},
doi = {10.1007/978-3-031-96728-3_2},
language = {eng},
publisher = {: Routledge},
abstract = {As Western societies experience increasing secularization and religious diversity, many countries—including Sweden—have adopted or supplemented religious education with broader worldview education. While this shift aims to encourage inclusivity, prevailing definitions of “worldview” remain overly focused on belief, limiting students’ capacity for what I term Critical Worldview Engagement—the ability to critically discuss sensitive, worldview-related issues—and for Personal Worldview Development—the reflective shaping of their own perspectives. In this chapter, I critique the belief-centric understanding of worldviews in Swedish educational curricula and academic literature, arguing that it inadequately prepares students for democratic participation. Instead, I propose that we expand the concept of worldview to include non-doxastic attitudes such as hope, assumption, acceptance, and trust. These belief-less attitudes are often more appropriate in navigating sensitive and controversial worldview-related issues. The chapter demonstrates how incorporating non-doxastic attitudes can enrich classroom discussions, better support students’ personal growth, and strengthen the democratic aims of education. Though I center my attention on Sweden, the discussion is relevant to international scholarship on worldview education as well.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallemma_2025_2,
title = {Teaching Identity as a Controversial Issue: A Contribution to the Discussion on Religious Literacy in Religious Education},
author = {Hall, Emma},
year = {2025},
journal = {Controversial Issues in Religious Education on Ethics, Values, and Beliefs},
pages = {55--68},
doi = {10.1007/978-3-031-96728-3_4},
language = {eng},
publisher = {: Palgrave Macmillan},
abstract = {In Sweden and many other parts of Western Europe, ethnic, cultural, and religious diversity challenge simplistic understandings of identity and belonging. However, as Sajir (A Post-Secular Approach to Managing Diversity in Liberal Democracies: Exploring the Interplay of Human Rights, Religious Identity, and Inclusive Governance in Western Societies. Religions, 14(10), 1325. https://doi.org/10.3390/rel14101325, 2023) has pointed out, in a post-secular context, the religious origins of the majority culture are obscured, while ethno-religious minority identities are predominantly viewed through a religious lens. The interrelated concepts of “culturalization of religion” and “religionization of culture” (Sajir, 2023) illuminate this process. Similarly, the opposition between the religious and the secular underpins how identity is understood in an educational context. Touching upon the interrelated issues of representation and inclusion, the polarization can be particularly problematic for students with ethno-religious identities. This makes it a controversial issue, but one with the potential to challenge assumptions and spur change. As Lewin (The hermeneutics of religious understanding in a postsecular age. Ethics & Education, 12(1), 73–83. https://doi.org/10.1080/17449642.2016.1270507, 2017) argues, religious education plays an important role in developing religious literacy, which is crucial for better understanding and managing diversity, identity, and belonging. I wish to contribute to the discussion on religious literacy within the context of religious education in a post-secular society. This chapter will elaborate on an inclusive approach to understanding and teaching identity, one that acknowledges the complex interrelations between the secular and the religious and acknowledges inherent asymmetries.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2026,
title = {The Aristotelian Notion of Phronesis as a Platform for Exploring the Epistemic Context of Education for Sustainable Development},
author = {Grice, Marie and Franck, Olof},
year = {2026},
journal = {Paradise Lost? Love and Care : Narratives for and in Sustainability Education, Editors: Sally Windsor, Olof Franck & Dawn Sanders},
pages = {45--56},
doi = {10.1007/978-3-032-11690-1_4},
language = {eng},
publisher = {Cham : Springer},
keywords = {phronesis; dimensions of action; deliberation; thick and thin cocepts. development of intellectual vortues.},
abstract = {The call for action has taken centre-stage in education for sustainable development. We explore the potentials of phronesis as a unifying and action-oriented concept involving ethical thinking, practical judgement and reflection. Phronesis or practical wisdom, combines a web of capacities based on both theoretical and practical knowledge applied to the particulars of a situation. The analysis uses the distinction of thick and thin concepts, and how evaluative as well as epistemic components of a concept may offer new aspects on the notion of action. In education that provides situations for students to participate and to see themselves as subjects, Is, students get the opportunity to practice how to deliberate and may develop intellectual virtues to some degree and respond to the call of the planet to take action. Linda Zagzebski’s historical exposé of the two greatest ideas in the Western tradition, concerns the epistemic and the moral, what the human mind can grasp, the universe and itself. The ideas bear resemblance to the two educational paradigms that Gert Biesta refers to as the cultivation paradigm and the existential educational paradigm. The transmethodological method allows for the nesting of concepts to provide new insights to the notion of action in ESD.},
issn = {2214-4218}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zenkerfrank_2015,
title = {Communication, Rationality, and Conceptual Changes in Scientific Theories},
author = {Zenker, Frank and Gärdenfors, Peter},
year = {2015},
journal = {Applications of Conceptual Spaces},
pages = {259--277},
doi = {10.1007/978-3-319-15021-5_14},
language = {eng},
publisher = {Cham : Springer International Publishing},
abstract = {This article outlines how conceptual spaces theory applies to modeling changes of scientific frameworks when these are treated as spatial structures rather than as linguistic entities. The theory is briefly introduced and five types of changes are presented. It is then contrasted with Michael Friedman’s neo-Kantian account that seeks to render Kuhn’s “paradigm shift” as a communicatively rational historical event of conceptual development in the sciences. Like Friedman, we refer to the transition from Newtonian to relativistic mechanics as an example of “deep conceptual change.” But we take the communicative rationality of radical conceptual change to be available prior to the philosophical meta-paradigms that Friedman deems indispensable for this purpose.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2016_6,
title = {Religious Education in a Global-Local World},
year = {2016},
doi = {10.1007/978-3-319-32289-6},
language = {eng},
publisher = {Springer}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2016_1,
title = {Introduction},
author = {Berglund, Jenny and Shanneik, Yafa and Bocking, Brian},
year = {2016},
journal = {Religious Education in a Global-Local World},
pages = {1--10},
doi = {10.1007/978-3-319-32289-6_1},
language = {eng},
publisher = {Cham : Springer}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2016,
title = {Religious Education in European Organisations, Professional Associations and Research Groups},
author = {Jackson, Robert},
year = {2016},
journal = {Religious Education in a Global-Local World},
pages = {11--33},
doi = {10.1007/978-3-319-32289-6_2},
language = {eng},
publisher = {Cham : Springer},
keywords = {religious education; europe; research; policy; networks},
abstract = {Although provision for dealing with religion(s) in the educational systems of different European countries continues to vary quite considerably, there is increasing European collaboration on this topic in European organisations, such as the Council of Europe, the European Wergeland Centre and the Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; in professional associations, such as the European Forum for Teachers of Religious Education; and in research groups, including the European Network for Religious Education through Contextual Approaches, together with various international teams-such as the REDCo team-assembled to undertake particular research projects. Academic journals with a European and wider brief also play their part in fostering European collaboration, discussion and exchange, as does the book series Religious Diversity and Education in Europe, published in Germany by Waxmann, and the University of Vienna's series of texts on religious education in Europe. The chapter argues that Europeanisation-part of a broader internationalisation-of debates and research about religious education is to be welcomed, despite the ambiguities of the term 'religious education'. So far its outcomes have been very positive in opening up discussion about the rationale for the study of religions in public education (as with the Council of Europe's work), building networks of communication for exchanging ideas on pedagogy and policy and for collaborative research, fostering new, outward looking, doctoral research, and extending the publication of research on various aspects of religion in education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2016_2,
title = {Islamic Religious Education in Muslim Schools: A Translation of Islam to the Swedish School System},
author = {Berglund, Jenny},
year = {2016},
journal = {Religious Education in a Global-Local World},
pages = {109--121},
doi = {10.1007/978-3-319-32289-6_7},
language = {eng},
publisher = {Cham : Springer},
keywords = {sweden; islam; islamic education; transmission; translation; religious education},
abstract = {In the literature about Islamic religious education (IRE), the process of teaching Islam to the younger generation is often referred to as “transmitting Islam”. Obviously, there are certain “facts” that often are transmitted from one generation to another, such as names of prophets, the five pillars of Islam and the words of the Quran. But what significance and meaning these persons and concepts have is not necessarily “transmitted”. In this paper, I argue that using the concept of “transmitting” brings about several problems, such as giving a static view of the process of Islamic education, thereby neglecting the contextualisation that is an important part of all teaching. Drawing on Homi Bhabha, I instead suggest that the concept of translation is more accurate to what teachers of Islamic religious education do, since translation includes notions of interpretation and thereby shows the power teachers have when they make educational choices. The empirical material used in the chapter stems from fieldwork in Swedish Muslim schools.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_normanm_2017,
title = {Biafran Famine},
author = {Norman, M and Ueda, P},
year = {2017},
journal = {Handbook of Famine, Starvation, and Nutrient Deprivation},
pages = {1--15},
doi = {10.1007/978-3-319-40007-5_8-1},
language = {eng},
publisher = {Cham : Springer International Publishing},
abstract = {Following ethnic, economic, and religious tensions, the republic of Biafra unilaterally declared independence from the rest of Nigeria in 1967. This action triggered the Nigerian civil war in which the inflow of food and supplies to Biafra was blocked. The result was extensive famine, regarded as one of the great nutritional disasters of modern times. During the two-and-a-half years of armed conflict, an estimated one to three million people died, most of them from starvation.Forty years later, adults in Enugu (the former capital of Biafra) who had been conceived or born during the famine and who survived the famine show health problems with two-to-three times higher prevalence of hypertension, glucose intolerance, and overweight than those born before or after the war. These findings support that undernutrition early in life have significant and adverse impact on human development and physiological design, eventually contributing to an increased risk for noncommunicable diseases in adulthood such as ischemic heart disease, stroke, and diabetes. The long-term effects of undernutrition during pregnancy and in infancy should be considered and receive high priority when setting goals for global health, education, and economic agendas.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_12,
title = {Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation},
year = {2017},
doi = {10.1007/978-3-319-49010-6},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {ethical literacies; education for sustainable development; esd; subjectivity; democracy},
abstract = {This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children´s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. The book will be of great interest to students and researchers in the field of sustainability education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_9,
title = {Highlighting Ethics, Subjectivity and Democratic Participation in Sustainability Education: Challenges and Contributions},
author = {Franck, Olof},
year = {2017},
journal = {Franck, O. & Osbeck, C. (eds): Ethical Literacies and Education for Sustainable Development: Young People, Subjectivity and Democratic Participation},
pages = {1--17},
doi = {10.1007/978-3-319-49010-6_1},
language = {eng},
publisher = {London : Palgrave Macmillan},
keywords = {ethics education; religious education; sustainability education; subjectivity; children as moral subjects},
abstract = {In this chapter the challenge of developing a democratic education for sustainability , where the aim is not that the students will be fostered into taking specific moral positions, but rather that they will become aware of the right to deliberately choose ethical actions and strategies as moral and social subjects, is highlighted. Various conceptions of ethics education are elaborated with reference to sustainability education. The often observed tension between “analytical” and ”normative” approaches to education about ethical issues is claimed to be possible to neutralise if the focus is on the prerequisites for the pupils’ becoming engaged moral subjects rather than on expected ”results” in terms of ”moral positioning” and ”moral action”. The concept of subjectivity is discussed with regard to philosophical-pedagogical approaches developed by Gert Biesta, Jacques Rancière and John Wall}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hggstrmmargaretha_2017,
title = {An Aesthetic and Ethical Perspective on Art-Based Environmental Education and Sustainability from a Phenomenological Viewpoint},
author = {Häggström, Margaretha},
year = {2017},
journal = {Ethical Literacies and Education for Sustainable Development Young People, Subjectivity and Democratic Participation},
doi = {10.1007/978-3-319-49010-6_6},
language = {eng},
publisher = {London : Palgrave Macmillan},
keywords = {life-world; plant blindness; pupils; capacity horizon; environmental art; embodiment; empower.},
abstract = {In this chapter I seek to understand the links between ethical and aesthetic teaching and learning tools in education concerning sustainability from a phenomenological perspective. Focusing on the phenomenological concepts Being-in-the-world, self-experience, horizon and object I discuss how to engage teachers and pupils in environmental issues from a holistic point of view. Aesthetic educational methods based on ethical aspects and environmental awareness may provide such holistic learning opportunity. Participation and involvement in such teaching and learning contexts might create a shift in perspective to bring plants to the forefront and thus challenge plant blindness.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonkristoffer_2017,
title = {Critical Thinking in Students' Ethical Reasoning: A Reflection on Some Examples from the Swedish National Test in Religious Education},
author = {Larsson, Kristoffer},
year = {2017},
journal = {Assessment in Ethics Education. A Case of National Tests in Religious Education.},
pages = {51--67},
doi = {10.1007/978-3-319-50770-5_3},
language = {eng},
publisher = {Cham, Switzerland : Springer International Publishing AG},
keywords = {critical thinking; assessment},
abstract = {To reason about ethical issues in a thoughtful manner is often seen as a desirable human ability if one is to live a responsible life, both as an individual and as a member of society. Taking its point of departure in Professor of Ethics Daniel Lee’s non-confessional approach to ethics education and Professor of Education Robert Ennis’s definition of critical thinking, this chapter reflects on manifestations of critical thinking in 9th graders’ responses to two tasks concerning ethical issues in the Swedish national tests in religious education. The reflection tries to describe and discuss some critical-thinking skills that are manifested and how these vary among the analysed student responses. The reflection also considers how task design may affect opportunities for students to manifest critical thinking. Further, the reflection discusses whether critical thinking could be a feasible focus point when testing, measuring and assessing students’ ethical reasoning, in order to avoid mixing personal and societal ethical values into the processes of testing, measuring and assessing this kind of reasoning.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2017,
title = {Introduction to part II: Islam and Education in the Modern Era: Social, Cultural, Political and Economic Changes and the Responses from Islamic Education},
author = {Arjmand, Reza},
year = {2017},
journal = {Handbook of Islamic Education},
pages = {159--176},
doi = {10.1007/978-3-319-53620-0_12-1},
language = {eng},
publisher = {Cham : Springer},
keywords = {islam; education reform; globalization; islamic education; muslim civil society; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Islamic education in the modern era has been at the crossroad of globalization, rapid economic development, social changes, and resurgence of rival religious ideologies. Islam as a global force has affected other forces and has affected by them, and along the way the Islamic education has changed to adapt to the realities of the modern world. Such adaptation is the reflection of the diversity across the Muslim world and heavily influenced by the domestic factors and on the other hand by the nature and extent of the linkage to other global forces. Despite the contextual variations and diversity changes within the Islamic education in the modern era have certain features in common: (a) affected by the new socioeconomic development and changes within the civil society; (b) affected by the realities of the modern state and governance; (c) influenced by the cultural (traditional/religious) factors and political climate; and (d) affected by the international factors. Despite the variations, Islamic education reform across the Muslim world has one thing in common: all have lost the grandeur and glory of the past, they are struggling to meet the demands of a competing world, and they exist in the margin of a strong formal education system.There are endavors to synchrone traditional approaches and contents of the Islamic education with those of the formal education to inhibit or enhance the chance for the accreditation of the religious education across the Muslim world. This has partially resulted in internationalization of the institutions of Islamic education and tailoring the curricula to add new subjects such as foreign languages and natural sciences to accommodate the global discourse and attract new groups of students internationally.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2017_1,
title = {Migration, Diaspora, Muslim Transnational communities and Education},
author = {Arjmand, Reza},
year = {2017},
journal = {Handbook of Islamic Education},
pages = {415--434},
doi = {10.1007/978-3-319-53620-0_20-1},
language = {eng},
publisher = {Cham : Springer},
keywords = {migration; migrant education; transnational muslims; islamic education; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The Western World (especially Europe) is struggling to cope with one of the largest waves of human migration ever. Majority of the migrants are Muslims with traumatic experiences as a result of enduring wars, violence, and various forms of suffrage. The unique feature of this migration is the number of unaccompanied minor Muslim migrants with an unprecedented rate in human history. All these pose new challenges to European societies not least to accommodate the needs and meet the demands of Muslims for moral and religious education. While European education systems fundamentally rest on a rather monolithic worldview, inspired by Christianity and based on secularism, they need to adapt to the realities of the postmigration era. The Muslim transnational communities in West complicate the matter even further as they pose new challenges in the notions of identity and belonging of the younger generation of Muslims in diaspora. The new mode of policy-making in the face of the migration and multiple transnational communities is to create and foster an education system to respond to the needs of Muslims in the West while enhancing the process of integration and teaching the western-style notion of citizenship. Sex education, religious extremism, terrorism, and pluralistic values are among the challenges that education systems in the West need to alter both in policy and practice.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2017_2,
title = {Islamic Education in Iran},
author = {Arjmand, Reza},
year = {2017},
journal = {Handbook of Islamic Education},
pages = {555--576},
doi = {10.1007/978-3-319-53620-0_40-1},
language = {eng},
publisher = {Cham : Springer},
keywords = {shī‘ism; iran; ḥawzah ‘ilmīyah; maktab; madrasah; islamic education; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {With the arrival of Islam in the seventh century, Iran developed as the center for Shī‘ite education, and Iranians contributed significantly to the institutionalization and expansion of Islamic education both in form and content. For centuries, clergies were regarded as the custodians of education running preprimary and primary education in maktabs; postprimary and higher education were carried out and institutionalized in madrasahs.Iranian madrasah played also a significant role in promoting knowledge and sciences, both religious and nonreligious. With the establishment of Qom theological seminary (ḥawzah ‘ilmīyah Qom), however, Islamic education and its respective institutions (madrasahs) revitalized and started a new era and played a pivotal role in the formation of the Iranian Revolution of 1979. Operating under the institution of waqf and other forms of religious taxes, ḥawzah ‘ilmīyah today is a network of madrasahs and other educational institutions, active both through traditional methods and in the virtual world to foster the Shī‘ite communities worldwide.The Iranian Revolution of 1979 is considered as one of the instances in running a modern society based on Islam and contributed significantly to the revival of religious ideologies across the world. Iranian theocratic government planned a shift from a Western model of social order and education to a one deeply rooted in Islamic beliefs and values. To achieve the goal to intellectually nurture generations of committed Muslims as the human capital of Muslim ummah, among other measures, a larger proportion of the formal curricula is devoted to education of Islam, while religious education also occupied a significant status both in curricular and extracurricular activities.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2017_13,
title = {Religion, Education and Human Rights: Theoretical and empirical perspectives},
year = {2017},
doi = {10.1007/978-3-319-54069-6},
language = {eng},
publisher = {Springer},
keywords = {human rights; education; religion; comparative; youth; international; empirical; attitudes; school; higher education; religionssociologi; sociology of religion},
abstract = {This book examines the interconnectedness between religion, education, and human rights from an international perspective using an interdisciplinary approach. It deals with compulsory or secondary school education in different contexts, as well as higher education, and has as its common theme the multiplicity of secularisms in different national contexts. Presenting rich cases, the contributions include empirical and theoretical perspectives on how international trends of migration and cultural diversity, as well as judicialization of social and political processes, and rapid religious and social changes come into play as societies find their way in an increasingly diverse context. The book contains chapters that present case studies on how confessional or non-confessional Religious Education (RE) at schools in different societal contexts is related to the concept of universal human rights. It presents cases studies that display an intriguing array of problems that point to the role of religion in the public sphere and show that historical contexts play important and different roles. Other contributions deal with higher education, where one questions how human rights as a concept and as discourse is taught and examines whether withdrawing from certain clinical training when in university education to become a medical doctor or a midwife on the grounds of conscientious objections can be claimed as a human right. From a judicial point of view one chapter discerns the construction of the concept of religion in the Swedish Education Act, in relation to the Swedish constitution as well European legislation. Finally, an empirical study comparing data from young people in six different countries in three continents investigates factors that explain attitudes towards human rights. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssondanerik_2017,
title = {Teaching the History of Human Rights},
author = {Andersson, Dan-Erik},
year = {2017},
journal = {Religion, Education and Human Rights},
pages = {91--100},
doi = {10.1007/978-3-319-54069-6_7},
language = {eng},
publisher = {Berlin : Springer},
keywords = {mänskliga rättigheter; undervisning; religion},
abstract = {Textbooks on human rights often describe the history of human rights as a linear process, where human rights rest on a rather unified history. In this history, the idea of Enlightenment is a central component, leading to the understanding of human rights, as we know them. This article argues that the common presentation of the history of human rights in some central textbooks is highly problematic, not least on the relation between religion and human rights. Even though a simplified narrative to some extent makes it easier to promote human rights, instead of repeating a simplified history there is need to present the history in its complexity. This article gives examples of how the relation between religion and human rights is more complicated than most often argued. The judicial and educational context of the paper is the situation in Sweden.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_normanm_2019,
title = {Biafran Famine},
author = {Norman, M and Ueda, P},
year = {2019},
journal = {Handbook of Famine, Starvation, and Nutrient Deprivation},
pages = {3--16},
doi = {10.1007/978-3-319-55387-0_8},
language = {eng},
publisher = {Cham : Springer International Publishing},
abstract = {Following ethnic, economic, and religious tensions, the republic of Biafra unilaterally declared independence from the rest of Nigeria in 1967. This action triggered the Nigerian civil war in which the inflow of food and supplies to Biafra was blocked. The result was extensive famine, regarded as one of the great nutritional disasters of modern times. During the two-and-a-half years of armed conflict, an estimated one to three million people died, most of them from starvation.Forty years later, adults in Enugu (the former capital of Biafra) who had been conceived or born during the famine and who survived the famine show health problems with two-to-three times higher prevalence of hypertension, glucose intolerance, and overweight than those born before or after the war. These findings support that undernutrition early in life have significant and adverse impact on human development and physiological design, eventually contributing to an increased risk for noncommunicable diseases in adulthood such as ischemic heart disease, stroke, and diabetes. The long-term effects of undernutrition during pregnancy and in infancy should be considered and receive high priority when setting goals for global health, education, and economic agendas.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2017_4,
title = {Discourses of Religion and Secularism in Religious Education Classrooms},
author = {Kittelmann Flensner, Karin},
year = {2017},
doi = {10.1007/978-3-319-60949-2},
language = {eng},
publisher = {Springer},
keywords = {religious education; school; sweden; discourse; religionsundervisning; sverige; educational science},
abstract = {This book answers the question on how students and teachers talk about religion when the mandatory and nonconfessional school subject of Religious Education is on the schedule in the "world's most secular country" To do this, it analyses discourses of religion as they occur in the classroom practice. It is based on findings from participant observation of Religious Education lessons in several upper secondary schools in Sweden. The book discusses different aspects of the role and function of nonconfessional integrative Religious Education in an increasingly pluralistic, multireligious, yet also secularized society, at a general level. It looks at the religious landscape, different perspectives on school subjects, various models and the development of Religious Education, and discourses of religion of a secularist, spiritual and nationalistic nature.Religious Education is a school subject that manoeuvres in the midst of a field that on the one hand concerns crucial knowledge in a pluralistic society, and on the other hand deals with highly contested questions in a society characterized by diversity and secularity. In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The subject deals with major world religions, important non-religious worldviews and ethics, from a non-confessional perspective. Thus, in the classroom, individuals who identify with diverse religious and non-religious worldviews, with a different understanding of what religion could be and what it might mean to be religious, are brought together. The book examines questions raised in this pluralistic context: What discourses of religion become hegemonic in the classroom? How do these discourses affect the possibility of reaching the aim of Religious Education which concerns understanding and respect for different ways of thinking and living in a society characterized by diversity?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2018,
title = {Introduction to part I: Islamic Education: Historical Perspective, Origin and Foundation},
author = {Arjmand, Reza},
year = {2018},
journal = {Handbook of Islamic Education},
pages = {3--32},
doi = {10.1007/978-3-319-64683-1_3},
language = {eng},
publisher = {Cham : Springer},
keywords = {islamic education; knowledge; islamic epistemology; islamic philosophy; kalām; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Whereas the concept of ‘ilm (knowledge) includes both religious as well as mundane knowledge, the traditional Islamic thought tends to identify the totality of and specify knowledge as religious knowledge. The typology of knowledge in Islam divides the entire human knowledge into two all-embracing categories: al-‘ulūm al-‘aqlīyah(rational/argumentative knowledge) and ‘al-ulūm al-naqlīyah (knowledge by transmission). This division conceptualizes the foundations of the Islamic epistemology and forms the educational arrangements in Islam. Four major approaches to education and knowledge acquisition include: (1) Constructive approach, which is using rules of logics and qiyās(analogical deductive reasoning) aims to attain human knowledge; (2) Theological approach which is based on kalām (dialectical theology) aims to decipher the divine knowledge as well as mundane one; (3) Philosophical approach which is inspired and informed by the Neo-Platonist movement and Peripatetic Islamic philosophy in which knowledge is attained through the process of wham (estimation) and using the active intelligence to achieve the unknowns through the known premises; and (4) Mystical/theosophical approach which argues on the notion of knowledge by presence. The mystical approach rests on the argument on the divine knowledge as the source of all knowledge and intuition as an instrument to achieve it. Such an epistemological principal has informed not only various approaches to the acquisition of knowledge but also institutions of education and learning. Although the social and political climate and the local cultures have significantly affected the development of the educational institutions across the Muslim world, a trifold model of the educational institutions prevail across the Muslim world. Madrasah as the final product of this development, however, is challenged by the waves of modernization and domination of western values across the Muslim world.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2018_1,
title = {Islamic Education in Egypt},
author = {Arjmand, Reza},
year = {2018},
journal = {Handbook of Islamic Education},
pages = {577--592},
doi = {10.1007/978-3-319-64683-1_35},
language = {eng},
publisher = {Cham : Springer},
keywords = {egypt; islamic education; al-azhar; fāṭimīd; mamlūk; kuttāb; 'ulamā'; mosque; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {Islamic education in Egypt thrived during the seventh to tenth centuries when Islamic schools established both as primary kuttāb and subsequently advanced to al-Azhar system. Kuttāb as educational institutions emerged as natural, spontaneous at grassroots level, often connected with a mosque, but also created by the community in a home, a shop, a tent, or under a palm tree. Islamic education was built around an individual rather than an institution, and this helped the spread of education in the Muslim world. While al-Azhar built by Ismā’ilī Shī’ite Fāṭimīds in Egypt to confront the hostile 'Abbāsīds of Baghdad, it ultimately held strong religious and political directions based on Sunnī Islam. Al-Azhar with its vast endowed residential facilities fostered training of generations of learned class of 'ulamā'. Female students had access to education where a series of facilities and classes were devoted to them.Driven from Islamic dogma, the al-Azhar developed the curriculum based on theology, grammar, and rhetoric through memorization, with the intention to foster a sense of religious obedience among students and to reinforce teachings of Sunnī Islam. The educational target is to achieve independent judgment on various issues concerning the Muslim society.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2018,
title = {Islamic education in East Africa},
author = {Svensson, Jonas},
year = {2018},
journal = {Handbook of Islamic Education},
pages = {651--672},
doi = {10.1007/978-3-319-64683-1_39},
language = {eng},
publisher = {Cham : Springer},
keywords = {islam; kenya; tanzania; uganda; education; ire; study of religions; pedagogik och utbildningsvetenskap; pedagogics and educational sciences},
abstract = {During its prosperous phase, Islam spread to North Africa, where a total Islamization and Arabization took place, and the coastal areas of East Africa, where a new synthesis of the Perso-Arabic and Bantu languages and cultures emerged. East Africa has considerably higher rate of enrolment in primary and secondary education, and therefore Qur’ānic schools have tended to be relegated to complementary nonformal education or preschool institutions. In the former case, a deterioration has sometimes taken place so that the teaching and learning processes consist of rituals including a large proportion of pre-Islamic elements. Also, a prolongation of schooling has occurred in some places, a fact implying that children first attend Qur’ānic education for a couple of years and then primary (and secondary) education or vice versa. Most of the Qur’ānic teachers do not have any other income than the produce supplied by the pupils in their fields and the gifts they receive from the parents of the pupils. Qur’ānic schools are sustained by and continue to operate and expand due to the help of the community and parents.A few, more sophisticated or developed institutions of Islamic education may be found in East Africa; the dirāsahs in Tanzania and some Qur’ānic schools in Uganda may be mentioned as examples. Islamic education in a district of Kenya will serve as an example illustrating the nature of such education in East Africa.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_arjmandreza_2018_2,
title = {Waqf and Financing Islamic Education},
author = {Arjmand, Reza},
year = {2018},
journal = {Handbook of Islamic Education},
pages = {99--111},
doi = {10.1007/978-3-319-64683-1_5},
language = {eng},
publisher = {Cham : Springer},
keywords = {waqf; endowments; madrasah; islamic economics; financing education; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The institution of waqf (religious endowment), an act of establishment of a charitable trust, often in a form of a property or any legitimate fund-generating estate – for which public utilities are designated as beneficiaries of the yields, among other purposes – laid the cornerstone of an independent means of financing for education across the Muslim world. Such an independent economic means contributed greatly to the autonomy of the research and scholarly works among the Muslims.While waqf was to guarantee and maintain the independence of the research and autonomy of the researchers and scholars, the relationships with the state and power apparatus has been far from straightforward. In its endeavor to gain control over education, the state patronized some madrasahs by giving them waqf and other financial resources and status while others were neglected. Over time this resulted in an effective state control of madrasahs and other educational institutions, which were used to promulgate state ideology and legitimize one particular religious faction over others. The patronage of madrasahs also provided the government with a vital piece of ideological armor. The dominance of ‘ulamā’ over education in need of waqf to finance madrasahs across the Muslim world forced them to ultimately support the governments as the custodians of waqf and other religious taxes. This facilitated a good relation between madrasah and the state. In this way, the ‘ulamā’ were confident to have secured the support for madrasah while the government was assured to have the favorable consensus of ‘ulamā’ on its side. Meanwhile, despite the dominance of state over waqf in almost all countries in the Muslim world, a small number of waqf-based institutions continued to function independently and produced a great body of independent research and scholarship.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2018,
title = {Cosmopolitanism and Globalization in Education},
author = {Schumann, Claudia},
year = {2018},
journal = {International Handbook of Philosophy of Education},
pages = {821--831},
doi = {10.1007/978-3-319-72761-5_59},
language = {eng},
publisher = {Cham : Springer},
keywords = {cosmopolitics; education; cosmopolitanism; globalization},
abstract = {One of the most pervasive educational debates in recent decades, from mainstream media to educational policy, research, and philosophy, has been shaped by a concern with an apparently radical shift in the conception of public education from a primarily national to a global outlook. What authors mean by the ‘globalizing world’ to which contemporary educational institutions are supposed to adjust ranges from the emergence of new powerful supranational actors on the educational scene to globalizing economic structures, neoliberal policies, global cultural changes, to more flexible, mobile, and diverse populations as well as to the increase of worldwide communication due to the fast spreading of new media and technologies. The revival of the old ideal of the cosmopolitan can in this context be understood as an attempt to articulate an adequate response to the (perceived) demands that these new developments make on future citizens, and hence educational institutions, actors, and practices. We will address the distinction between classic cosmopolitanism and the so-called new cosmopolitanisms and the specific hopes and dangers which different philosophers of education have associated with the respective ideals of the future world citizens. Instead of naively falling into the trap of conceiving of globalization and cosmopolitanism as mere positive potential or negative threat for education, the chapter will emphasize the multiple critical approaches and the points of departure for resistance and transformation which have been articulated from ethical, social, cultural, and political cosmopolitan frameworks against the recently prevailing unilateral economic interpretations of current educational challenges.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonjoacim_2018,
title = {Empirical Philosophical Investigations in Education and Embodied Experience},
author = {Andersson, Joacim and Garrison, Jim and Östman, Leif},
year = {2018},
doi = {10.1007/978-3-319-74609-8},
language = {eng},
publisher = {Springer},
keywords = {education},
abstract = {Chapter 1 This chapter explores some of the most interesting intersections between the philosophy of John Dewey and the later Ludwig Wittgenstein. Practical epistemological analysis (PEA), Situated Epistemic Relations (SER), and Situated Artistic Relations (SAR) examine learning primarily as a sociolinguistic practice. Since it is a sociolinguistic practice, much of both the product and the process of learning are plainly visible to sophisticated methodological observation. This chapter emphasizes the primacy of practice in comprehending linguistic meaning (i.e., forms of life, language-games, meaning as use, etc.), the rejection of a private language, antifoundationalism, and epistemological contextualism, action, and antirepresentationalism. It establishes the philosophical framework for our analytical method developed in Chap. 3 and assumed in Chap. 4 .}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_botvarplketil_2018,
title = {Social Conflicts, Religion and Human Rights Support: A study of young Christians and Muslims in Scandinavia},
author = {Botvar, Pål Ketil and Sjöborg, Anders},
year = {2018},
journal = {Political and judicial rights through the prism of religious belief},
pages = {255--274},
doi = {10.1007/978-3-319-77353-7_10},
language = {eng},
publisher = {Berlin : Springer},
keywords = {attitudes; human rights; social conflicts; experienced discrimination; political rights; judicial rights; youth; religion; sociology of religion; religionssociologi},
abstract = {Previous research among young people (Spini & Doise 1998, Doise & al 1999) has shown that attitudes toward human rights are influenced by perception of conflicts in society and experience of discrimination and that political affiliation as well as religion also may have effect. However interesting these results are for understanding what factors that may contribute to grassroots’ engagement in human rights, these studies have failed to consider important background variables such as gender and parents’ education level, but also to include a more nuanced operationalization of religion. Drawing on data gathered in Norwegian and Swedish metropolitan upper secondary schools (n=2044) this article therefore aims to replicate earlier research correcting for these research gaps. The analysis showed that while religion had a limited effect on attitudes toward political and judicial rights, controlled for background variables, the effect of experienced discrimination and perception of conflicts related to ethnicity seemed to add significantly to the models. It was also shown that Christians did not report more discrimination related to ideology and ethnicity than non-religious, but that Muslims on the other hand did report more discrimination both related to ideology and ethnicity than others. This study has shown that there is a relation between such perceived discrimination and attitudes toward political and human rights.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_andrademolinamelissa_2018,
title = {The Amalgam of Faith and Reason: Euclid’s Elements and the Scientific Thinker},
author = {Andrade-Molina, Melissa and Valero, Paola and Ravn, Ole},
year = {2018},
journal = {The Philosophy of Mathematics Education Today},
pages = {99--111},
doi = {10.1007/978-3-319-77760-3_6},
language = {eng},
publisher = {Cham : Springer},
keywords = {platonism in mathematics education; faith; sacralisation of mathematics; scientifization of education; matematikämnets didaktik; mathematics education},
abstract = {Problematizing the truths of mathematics education is one of the roles of the philosophy of mathematics education. That mathematics education is a matter of reason and science—not of faith and religion—and that mathematics is timeless, universal and immutable, objective knowledge that is independent from people’s work and sense-making are two strong taken-for-granted statements that navigate in common understandings of mathematics education. Using a Foucault-Deleuze inspired analytical strategy, we examine the contention that mathematics education for the making of the rational and logical child intertwines with what was ought to be the ‘scientific thinker’ to Christianity. We focus on how Euclidean geometry, taken as a proper method of inquiry amalgamated with the Christian worldview to provide explanations about the natural world. The effect of power is the making of the Modern scientific thinker.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2014,
title = {Dealing with Religious Diversity: The Aims and Realities of Religious Education in Sweden},
author = {Sjöborg, Anders},
year = {2014},
journal = {The State as an Actor in Religion Policy},
pages = {119--132},
doi = {10.1007/978-3-658-06945-2_6},
language = {eng},
publisher = {Berlin : Springer},
keywords = {secularization; education; religion; school; state policy; secular; "the other"; attitudes; youth; religionssociologi; sociology of religion},
abstract = {In several Western countries there is now a growing awareness that teaching RE may contribute to greater social cohesion in an increasingly diverse society. This chapter examines the relationship between the official aims and intentions of the Swedish state regarding RE and school students’ attitudes to this subject. It argues that we must consider the cultural context in which such education takes place; in this case, Sweden has developed over a short period of time from a mono-cultural society with a Lutheran state church into a religiously and culturally diverse society, while the country can furthermore be seen as highly secularized on the individual level. The aims of RE are analyzed through the study of official documents. Students’ attitudes regarding RE and religious and cultural diversity are monitored by a nationally representative classroom questionnaire, and with observations drawn from focus group interviews with students aged 18–19 in upper secondary schools. The investigation presented in this chapter leads to the conclusion that there is currently a gap between the lofty intentions of the state regarding the teaching of RE and students’ attitudes to it. This reflects how Swedish society constructs itself as secular by depicting being religious as the “other.” An urgent task for future studies is, therefore, to identify how the teaching of RE could be further developed so as to better realize the current high aims for the subject in a society as increasingly diverse as the Swedish one.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliam_2020,
title = {Finnish Early Childhood Education and Care: Why Worldview Sensitivity Matters},
author = {Gearon, Liam and Kuusisto, Arniika},
year = {2020},
journal = {Migration, Integration and Religion in Early Childhood Educational Institutions},
pages = {115--135},
doi = {10.1007/978-3-658-29809-8_8},
language = {eng},
publisher = {Wiesbaden : Springer},
keywords = {finland’s education system introduction; religious sensitivity; ethics of encounter; early childhood education; child and youth studies with focus on educational science; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; förskoledidaktik},
abstract = {This article makes the case for the importance of worldview sensitivity in Early Childhood Education and Care (ECEC). Finland is used here as a case study setting—its systems for intercultural understanding in early childhood education and care, with particular reference to OECD’s (2018) PISA Global Competence Framework. In this context, worldview sensitivity, or the newly framed term of global competency, so often at the fore in societal debates on education’s socializing role in public life, are, as is suggested, a ‘subset’ in the wider frame of value learning. Drawing on one of the authors’ (Gearon) experiences in developing UNESCO’s (2007) Guidelines on Intercultural Understanding as well as their multi-dimensional policy and research modeling of value learning in life trajectory (Kuusisto and Gearon 2017), the article outlines the continued need for integrated thinking on intercultural understanding and worldview sensitivity across all educational phases, beginning with Early Childhood Education and Care. Detailing the complexities of their Value Learning Trajectory Model (VLT), the authors outline the need for a systematic framework which integrates policy and research in three domains: context (placing value learning policy and research at the intersectional interface of macro historical-political-religious traditions); theory (framing value learning in the life trajectory through micro biographical narratives); method (modeling value learning in life trajectories as a process of ongoing negotiation between macro historical-political-religious traditions and micro biographical narratives). In doing so the authors show how and why worldview sensitivity is a matter of acute significance for professionals and for pupils, for researchers and policy-makers.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2010_1,
title = {Introduction},
author = {Sporre, Karin and Mannberg, Jan},
year = {2010},
journal = {Values, religions and education in changing societies},
pages = {1--6},
doi = {10.1007/978-90-481-9628-9_1},
language = {eng},
publisher = {Dordrecht : Springer},
abstract = {Societies go through changes. This book focuses primarily on two changes: (a) the fact that many societies through migration have become more multicultural over the last decades; and (b) that the matters of the relationships between women and men, the issues of gender, have also become important over the last decades, or the century. The context, that these changes are brought to have a bearing on in this book, is education – especially religious and values education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_amnerik_2010,
title = {Scandinavian democracies learning diversity: From socialisation between lutherans to training of imams},
author = {Amnå, Erik},
year = {2010},
journal = {Values, religions and education in changing societies},
pages = {9--22},
doi = {10.1007/978-90-481-9628-9_2},
language = {eng},
publisher = {Dordrecht, Netherlands : Springer},
keywords = {scandinavian democracy; diversity; imam training; statskunskap},
abstract = {In this chapter, I want to first address how our Swedish cultural frame can be understood as composed by a combined set of values consisting of Lutheran religious values and state-individualistic orientations. In the following section, the institutional mechanisms are in focus; some of them indeed contested, but claimed to be of strong importance for deepening democracy. Then a case is introduced on how to deal politically with cultural diversity in Sweden when it comes to public education, namely the governmental commission on a Swedish imam training. Finally, some preliminary policy implications in order to handle diversity in a universal welfare state are recommended.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2010_2,
title = {What name are we? Global citizenship education for whom? Response to Madeleine Arnot.},
author = {Sporre, Karin},
year = {2010},
journal = {Values, religions and education in changing societies},
pages = {67--74},
doi = {10.1007/978-90-481-9628-9_7},
language = {eng},
publisher = {Dordrecht : Springer},
keywords = {global citizenship education; human dignity; situated knowers; north-south dialogue; gendered ethics},
abstract = {In this chapter aspects on a global citizenship education are discussed against the background of postcolonial relationships between North and South. This raises questions concerning the “situatedness” of us as knowers and how we position ourselves in North and South. I argue that the relationship to the global is different and varies, meaning that it matters where we are situated when discussing global citizenship education. When discussing this I draw on the critical feminist discussion on epistemology, my own praxis of having initiated and led student and teacher exchanges, and actively participated in research cooperation between Sweden and South Africa. Further, having a background in ethics and in feminist theology I reflect over resources for an empowering ethics within global citizenship education.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonsvenove_2013,
title = {David Makinson and the Extension of Classical Logic},
author = {Hansson, Sven Ove and Gärdenfors, Peter},
year = {2013},
journal = {David Makinson on Classical Methods for Non-Classical Problems},
pages = {11--18},
doi = {10.1007/978-94-007-7759-0_2},
language = {eng},
publisher = {Dordrecht : Springer},
keywords = {belief revision; classical logic; david makinson; inferential-preferential method; input/output logic; nonmonotonic logic},
abstract = {There are two major ways to deal with the limitations of classical logic. It can be replaced by systems representing alternative accounts of the laws of thought (non-classical logic), or it can be supplemented with non-inferential mechanisms. David Makinson has a leading role as proponent of the latter approach in the form of the inferential-preferential method in which classical logic is combined with representations of preference or choice. This has turned out to be a highly efficient and versatile method. Its applications in non-monotonic logic and belief revision are used as examples.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2012_2,
title = {In Search of a Religious Education Approach},
author = {Skeie, Geir},
year = {2012},
journal = {On the Edge},
pages = {187--198},
doi = {10.1007/978-94-6209-175-7_17},
language = {eng},
publisher = {Rotterdam : Sense Publishers}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2017_1,
title = {The Weight of Dogmatism: Investigating “Learning” in Dewey’s Pragmatism and Wittgenstein’s Ordinary Language Philosophy},
author = {Johansson, Viktor},
year = {2017},
journal = {A Companion to Wittgenstein on Education},
pages = {339--352},
doi = {10.1007/978-981-10-3136-6},
language = {eng},
publisher = {Singapore, Singapore : Springer},
keywords = {wittgenstein; dewey; ordinary language philosophy; dogmatism; education; utbildning och lärande},
abstract = {What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogmatic responses to such questions. Dewey presents a vision of learning based on the view of the human organism transacting in its environment and in that way being involved with education without any other end than continual growth. By suggesting possible results of a Wittgensteinian investigation of our use of the word “learning ”, the essay also proposes a twist on Dewey’s theory of learning, which dissolves our need for a theory of learning as an answer to the question. This gives the child a voice in contexts where the word “learn” is used. An investigation of the use of “learn” becomes a method of releasing us from the dogmatic requirements that determine what learning is. Further, Dewey’s terminology comes to comprise examples of possible uses rather than being a statement as to what learning is.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ljungegelandbirgitta_2019,
title = {Narratives of Belonging: Migrant Children’s Friendship Negotiation},
author = {Ljung Egeland, Birgitta},
year = {2019},
journal = {Challenging Democracy in Early Childhood Education},
pages = {183--196},
doi = {10.1007/978-981-13-7771-6_13},
language = {eng},
publisher = {Singapore : Springer},
keywords = {small stories; conversational narrative; narrator; swedish as a second language; svenska som andraspråk},
abstract = {This chapter reports findings of life story interviews with Swedish immigrant children aged 9–13 from non-urban areas, reflecting on their younger childhood experiences of belonging, relationships with other children and friendship negotiation. Some of the children were newly arrived, and some of them were born in Sweden. Using Corsaro’s (The sociology of childhood, 3rd edn. Pine Forge Press, Thousand Oaks, CA, 2011) concept of peer culture as theoretical framework and analytical tool, the premise of the chapter is that preschools, schools and other education arenas play a central role in society through their mandate to foster children as democratic citizens. Studying the conditions and opportunities available to the children in these education arenas promotes understanding of which individuals and groups are included and which are excluded in differing contexts, thus making issues of power visible. The results of the study show that establishing relationships with friends involves extensive relational and emotional effort. The children describe what it is like to have and not to have friends and how adults are and are not included. The narratives display several aspects of how entering into comradeship is conditional and connected to immigrant conditions and also to the local community codes, for example, religious and cultural meeting places.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_marshjillian_2023,
title = {Learning through an undisciplined lens: the centring of indigenous knowledges and philosophies in higher education in Australia and Sweden},
author = {Marsh, Jillian and Daniels-Mayes, Sheelagh and Sehlin MacNeil, Kristina and Nursey-Bray, Melissa},
year = {2023},
journal = {Inclusion, equity, diversity, and social justice in education},
pages = {57--75},
doi = {10.1007/978-981-19-5008-7_5},
language = {eng},
publisher = {Singapore : Springer},
keywords = {indigeneity; indigenous australian; indigenous sámi; indigenous knowledges; first nations peoples and cultures; indigenous standpoint theory (ist); critical race pedagogy (crp)},
abstract = {Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell, 2019; Wilson-Strydom, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson, 2009; Nakata, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson, 2002; Norlin, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs, and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2018_1,
title = {Wittgenstein and Philosophy of Education: A Feminist Reassessment},
author = {Schumann, Claudia},
year = {2018},
journal = {Encyclopedia of Educational Philosophy and Theory},
pages = {2358--2363},
doi = {10.1007/978-981-287-588-4_402},
language = {eng},
publisher = {Singapore : Springer}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_wangkai_2023,
title = {A Two-Stage Teaching Philosophy for Postgraduate Students},
author = {Wang, Kai and Yang, Ying and Zhang, Yue and Qu, Xiaobo},
year = {2023},
journal = {Smart Innovation, Systems and Technologies},
number = {356},
pages = {211--220},
doi = {10.1007/978-981-99-3284-9_19},
language = {eng},
publisher = {Singapore : Springer Nature Singapore},
keywords = {educational research; flipped classroom model; transportation},
abstract = {In this study, we develop a two-stage structured teaching philosophy that is able to cater to the needs of postgraduate students with different expectations about the learning outcomes. At the postgraduate level, different students have distinct expectations about their future careers. Some may want to pursue their career as an engineer, with little interest in research and development. Others may have different views and would like to pursue their career as a researcher or an academic in the future. Therefore, it is necessary to take into account the distinctions among students’ expectations about courses. The proposed teaching philosophy divides the course sessions into two stages. In the first stage, fundamental and common knowledge bases for the courses are delivered to all students, which ensures the students receive the necessary and basic knowledge that is required for both industrial and academic pathways. Afterward, the second stage leverages the flipped classroom model to let the students choose their learning and course materials with different emphases as per their own expectations and interests. Customized learning and teaching materials are prepared for students who prefer the industrial pathway and students who show more predilections for the industrial pathway. We will use a master course about transportation engineering to empirically test this teaching philosophy and evaluate its performance, including a comparison with the conventional teaching process. The results demonstrate that the new structure is well received by students and is much beneficial for improving students’ subjective evaluations of the courses and performances in learning.},
issn = {2190-3026}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jukkalatanya_2010,
title = {Acceptance of Suicide in Moscow},
author = {Jukkala, Tanya and Mäkinen, Ilkka Henrik},
year = {2010},
journal = {Social Psychiatry and Psychiatric Epidemiology},
volume = {8},
number = {46},
pages = {753--765},
doi = {10.1007/s00127-010-0244-9},
language = {eng},
publisher = {Berlin : Springer},
abstract = {Purpose Attitudes concerning the acceptability of suicidehave been emphasized as being important for understandingwhy levels of suicide mortality vary in different societiesacross the world. While Russian suicide mortalitylevels are among the highest in the world, not much isknown about attitudes to suicide in Russia. This study aimsto obtain a greater understanding about the levels andcorrelates of suicide acceptance in Russia.Methods Data from a survey of 1,190 Muscovites wereanalysed using logistic regression techniques. Suicideacceptance was examined among respondents in relation tosocial, economic and demographic factors as well as inrelation to attitudes towards other moral questions.Results The majority of interviewees (80%) expressedcondemnatory attitudes towards suicide, although menwere slightly less condemning. The young, the highereducated, and the non-religious were more accepting ofsuicide (OR[2). However, the two first-mentioned effectsdisappeared when controlling for tolerance, while a positiveeffect of lower education on suicide acceptanceappeared. When controlling for other independent variables,no significant effects were found on suicide attitudesby gender, one’s current family situation, or by healthrelatedor economic problems.Conclusions The most important determinants of therespondents’ attitudes towards suicide were their toleranceregarding other moral questions and their religiosity. Moretolerant views, in general, also seemed to explain the moreaccepting views towards suicide among the young and thehigher educated. Differences in suicide attitudes betweenthe sexes seemed to be dependent on differences in otherfactors rather than on gender per se. Suicide attitudes alsoseemed to be more affected by one’s earlier experiences interms of upbringing and socialization than by events andprocesses later in life.},
issn = {0933-7954}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ratkiadrian_2007,
title = {Dialogue seminars as a tool in post graduate education},
author = {Ratkić, Adrian},
year = {2007},
journal = {AI & Society},
volume = {1},
number = {23},
pages = {99--109},
doi = {10.1007/s00146-007-0160-z},
language = {eng},
publisher = {: Springer},
keywords = {philosophy of science; pedagogical project; dialogue seminar},
abstract = {This paper describes and discusses a new postgraduate course based onthe dialogue-seminar method. The course and the method have been developedwithin the research area of Skill and Technology, based at the Royal Institute ofTechnology in Stockholm. The main features of the course were dialogue andreflection on practice of research inspired by reading of the source texts from thehistory of science and philosophy written by: Descartes, Leibniz, Diderot, D’Alembert,Gadamer, Galileo and Darwin. The concept of liberal education was ofimportance in the design of the course. Doctoral students were all adults interestedin applying of research in order to improve practices at their own work places.},
issn = {0951-5666}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jnssonmartin_2022,
title = {On the Prerequisites for Improving Prejudiced Ranking(s) with Individual and Post Hoc Interventions},
author = {Jönsson, Martin},
year = {2022},
journal = {Erkenntnis},
volume = {3},
number = {89},
pages = {20--20},
doi = {10.1007/s10670-022-00566-2},
language = {eng},
publisher = {: Springer},
abstract = {In recruitment, promotion, admission, and other forms of wealth and power apportion, an evaluator typically ranks a set of candidates in terms of their perceived competence. If the evaluator is prejudiced, the resulting ranking will misrepresent the candidates’ actual ranking. This constitutes not only a moral and a practical problem, but also an epistemological one, which begs the question of what we should do – epistemologically – to mitigate it. The article is an attempt to begin to answer this question. I first explore the presuppositions that must obtain for individual interventions to likely yield positive epistemological effects in ranking situations. I then compare these with the corresponding presuppositions of a novel, ‘post hoc’ approach to deprejudicing due to Jönsson and Sjödahl (Episteme 14(4):499–517, 2017), which does not attempt to change evaluators but attempts to increase the veracity of the rankings they produce after the fact (but before the rankings give rise to discriminatory effects) using statistical methods. With these two sets of presuppositions in place, I describe the limitations imposed by each presupposition on its intervention, compare presuppositions across the two kinds of interventions, and conclude that the two kinds of interventions importantly complement each other by having fairly disjoint, but non–conflicting, presuppositions. The post hoc intervention can thus complement an individual intervention (and vice versa) in situations where both are applicable (by adding further increases in veracity), but also by applying to situations where that intervention is not applicable (and thereby increase veracity in situations beyond the reach of that intervention).},
issn = {1572-8420}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brtingkajsa_2012,
title = {Ambiguities of fundamental concepts in mathematical analysis during the mid 19th century},
author = {Bråting, Kajsa},
year = {2012},
journal = {Foundations of Science},
volume = {4},
number = {17},
pages = {301--320},
doi = {10.1007/s10699-011-9274-3},
language = {eng},
publisher = {: Springer},
keywords = {matematik med inriktning mot matematikens historia och didaktik; mathematics with specialization in mathematics education and the history of mathematics},
abstract = {In this paper we consider the major development of mathematical analysis during the mid-nineteenth century. On the basis of Jahnke's (Hist Math 20(3):265-284, 1993) distinction between considering mathematics as an empirical science based on time and space and considering mathematics as a purely conceptual science we discuss the Swedish nineteenth century mathematician E.G. Bjorling's general view of real- and complexvalued functions. We argue that Bjorling had a tendency to sometimes consider mathematical objects in a naturalistic way. One example is how Bjorling interprets Cauchy's definition of the logarithm function with respect to complex variables, which is investigated in the paper. Furthermore, in view of an article written by Bjorling (Kongl Vetens Akad Forh Stockholm 166-228, 1852) we consider Cauchy's theorem on power series expansions of complex valued functions. We investigate Bjorling's, Cauchy's and the Belgian mathematician Lamarle's different conditions for expanding a complex function of a complex variable in a power series. We argue that one reason why Cauchy's theorem was controversial could be the ambiguities of fundamental concepts in analysis that existed during the mid-nineteenth century. This problem is demonstrated with examples from Bjorling, Cauchy and Lamarle.},
issn = {1233-1821}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ekstigbrje_2014,
title = {Complexity, Natural Selection and the Evolution of Life and Humans},
author = {Ekstig, Börje},
year = {2014},
journal = {Foundations of Science},
volume = {2},
number = {20},
pages = {175--187},
doi = {10.1007/s10699-014-9358-y},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
abstract = {In this paper, I discuss the concept of complexity. I show that the principle of natural selection as acting on complexity gives a solution to the problem of reconciling the seemingly contradictory notion of generally increasing complexity and the observation that most species don't follow such a trend. I suggest the process of evolution to be illustrated by means of a schematic diagram of complexity versus time, interpreted as a form of the Tree of Life. The suggested model implies that complexity is cumulatively increasing, giving evolution a direction, an arrow of time, thus also implying that the latest emerging species will be the one with the highest level of complexity. Since the human species is the last species evolved in the evolutionary process seen at large, this means that we are the species with the highest complexity. The model implies that the human species constitutes an integral part of organic evolution, yet rendering us the exclusive status as the species of the highest complexity.},
issn = {1233-1821}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lymergustav_2019,
title = {Experimental Philosophy, Ethnomethodology, and Intentional Action: A Textual Analysis of the Knobe Effect},
author = {Lymer, Gustav and Blomberg, Olle},
year = {2019},
journal = {Human Studies},
volume = {4},
number = {42},
pages = {673--694},
doi = {10.1007/s10746-019-09518-2},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {knobe effect; intentional action; textual analysis; ethnomethodology; experimental philosophy},
abstract = {In “Intentional action and side-effects in ordinary language” (2003), Joshua Knobe reported an asymmetry in test subjects’ responses to a question about intentionality: subjects are more likely to judge that a side effect of an agent’s intended action is intentional if they think the side effect is morally bad than if they think it is morally good. This result has been taken to suggest that the concept of intentionality is an inherently moral concept. In this paper, we draw attention to the fact that Knobe’s original interpretation of the results is based on an abstract rendering of the central scenario (the Chairman scenario) that is significantly different from the vignettes presented to the survey participants. In particular, the experimental vignettes involve temporal and social dimensions; they portray sequences of social actions involving an agent and an interlocutor, rather than a lone agent making a momentary decision in light of certain attitudes. Through textual analyses of a set of vignettes used to study the Knobe effect, drawing on ethnomethodology, conversation analysis, and discursive psychology, we show that there are many differences between the experimental conditions besides the moral valence of the side effect. In light of our textual analyses, we discuss vignette methodology in experimental philosophy and suggest an alternative interpretation of Knobe’s original experimental results. We also argue that experimental philosophy could benefit from considering research on naturally occurring social interaction as an alternative source of empirical findings for discussions of folk-psychological concepts.},
issn = {0163-8548}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2026,
title = {Getting started: Fictionalism and exemplarism in education},
author = {Dahlbeck, Johan},
year = {2026},
journal = {Journal of Value Inquiry},
volume = {1},
number = {60},
pages = {231--246},
doi = {10.1007/s10790-025-10051-y},
language = {eng},
publisher = {: Springer Nature},
keywords = {exemplarism; fictionalism; education; affective attunement; ’as if’},
abstract = {In this paper my aim is to compare and contrast Linda Zagzebski’s theory of moral exemplarism with a form of fictionalism modeled after Hans Vaihinger’s philosophy of ‘as if.’ The purpose for doing so is to address the pedagogical implications of underestimating affective and social dimensions of modeling moral behavior in a general educational setting. It is suggested that Vaihinger’s fictionalism offers a less instrumental view than moral exemplarism, and that focusing on getting started by way of expedient fictions is a more productive approach in education than focusing on attaining the exemplary via a model of admiration-emulation. Because the role of the teacher in the exemplarist setup is limited to offering narratives portraying exemplars, the pedagogical relation between teacher and student is downplayed in favor of the unidirectional relation between the student and the exemplary narrative. In the fictionalist setup, in contrast, the teacher is tasked with the more demanding and pedagogically rich undertaking of affective attunement, where awakening the curiosity of students through fictions demands an acute sense of how different people with different ingenia can be influenced to strive for the same thing via mind-reading and the imitation of affects. It is concluded that the main challenge for the fictionalist teacher is not to ensure that students admire and emulate what is truly admirable (i.e. to function as a corrective of students’ unreflective admiration), but to endeavor to prevent expedient fictions from turning into dogmas that inhibit moral thought and action rather than promote it.},
issn = {0022-5363}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norstrmper_2011,
title = {Engineers' non-scientific models in technology education},
author = {Norström, Per},
year = {2011},
journal = {International journal of technology and design education},
volume = {2},
number = {23},
pages = {377--390},
doi = {10.1007/s10798-011-9184-2},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {technology education; technological knowledge; epistemology of technology; design process; modelling},
abstract = {Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts and they are used for this when convenient. Engineers’ work is a common prototype for the pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology. The acceptance of the non-scientific models for action guidance could be experienced as contradictory by pupils and teachers alike: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology.Technology is first and foremost what leads to useful results, not about finding the truth or generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.},
issn = {0957-7572}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stronghansenkathryn_2021,
title = {Optimistic Fiction as a Tool for Ethical Reflection in STEM},
author = {Strong Hansen, Kathryn},
year = {2021},
journal = {Journal of Academic Ethics},
volume = {3},
number = {19},
pages = {425--439},
doi = {10.1007/s10805-021-09405-5},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {stem pedagogy; fiction for specific purposes; interdisciplinarity; science fiction; ethical reflection},
abstract = {Greater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.},
issn = {1570-1727}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krsnianveronika_2024,
title = {Transition from Academic Integrity to Research Integrity: The Use of Checklists in the Supervision of Master and Doctoral Students},
author = {Krásničan, Veronika and Gaižauskaitė, Inga and Bülow, William and Dlabolova, Dita Henek and Bjelobaba, Sonja},
year = {2024},
journal = {Journal of Academic Ethics},
volume = {1},
number = {22},
pages = {149--161},
doi = {10.1007/s10805-023-09498-0},
language = {eng},
publisher = {: Springer Nature},
keywords = {academic integrity; checklists; research integrity; master students; doctoral students; supervision},
abstract = {Given the prevalence of misconduct in research and among students in higher education, there is a need to create solutions for how best to prevent such behaviour in academia. This paper proceeds on the assumption that one way forward is to prepare students in higher education at an early stage and to encourage a smoother transition from academic integrity to research integrity by incorporating academic integrity training as an ongoing part of the curriculum. To this end, this paper presents three checklists developed as part of the Erasmus+ Strategic Partnership project Bridging Integrity in Higher Education, Business and Society (BRIDGE, 2020-1-SE01-KA203-077973). The aim of the checklists is to help students and their supervisors to bridge academic integrity and research integrity in research training. The checklists target master students, doctoral students, and their supervisors. This paper presents the theoretical background of the checklists, how they were developed, their content, and how they may be used in supervising thesis/dissertation work to promote a transition from academic integrity to research integrity.},
issn = {1570-1727}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nordstrmkarin_2015,
title = {Personalized nutrition and social justice: Ethical considerations within four future scenarios applying the perspective of Nussbaum’s capabilities approach},
author = {Nordström, Karin and Goossens, Jo},
year = {2015},
journal = {Journal of Agricultural and Environmental Ethics},
volume = {1},
number = {29},
pages = {5--22},
doi = {10.1007/s10806-015-9589-0},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {personalized nutrition; social justice; capabilities approach; food consumption; future scenarios},
abstract = {The idea of personalized nutrition (PN) is to give tailored dietary advice based on personal health-related data, i.e. phenotoype, genotype, or lifestyle. PN may be seen as part of a general trend towards personalised health care and currently various types of business models are already offering such services in the market. This paper explores ethical issues of PN by examining how PN services within the contextual environment of four future scenarios about health and nutrition in Europe might affect aspects of social justice according to Martha Nussbaum’s capability approach. The scenarios have been created by a mixed group of stakeholders and experts in three consecutive workshops. This resulted in the definition of four future scenarios within a scenario space consisting of two variables: the ‘logic of health care systems’ and ‘conception of health’. Within each scenario, PN is likely to play a more or less important role in improving health by influencing food consumption patterns in society. Nussbaum’s capability approach implies a concept of social justice as a function of a minimum standard of human dignity. This denotes an account for equality in terms of a minimum of entitlements. However, also the ability of achieving individual objectives is essential for social justice. Personalisation advice in health and food consumption patterns, as aimed for by PN, is therefore acceptable provided a minimum of entitlements is guaranteed to all members of a society, and at the same time freedom concerning personal preferences is respected. Potential variation of how different people might benefit from PN should therefore be consistent with the minimum required as defined by the list of capabilities.},
issn = {1187-7863}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_alexanderamyc_2015,
title = {Emancipating Sexuality: Breakthroughs into a Bulwark of Tradition},
author = {Alexander, Amy C and Inglehart, R. and Welzel, C.},
year = {2015},
journal = {Social Indicators Research},
volume = {2},
number = {129},
pages = {909--935},
doi = {10.1007/s11205-015-1137-9},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {cultural change; economic development; emancipation; emancipative values; existential opportunities; fertility norms; freedom ladder; life quality; moral evolution; religion; secular values; sexual liberation; social-dominance orientation; liberal political-attitudes; immigration; policy; gender; professionals; explanations; societies; cultures; support; social sciences - other topics},
abstract = {This article presents evidence for a rising emancipatory spirit, across generations and around the world, in a life domain in which religion hitherto blocked emancipatory gains: sexual freedoms. We propose an explanation of rising emancipative values that integrates several approaches into a single idea-the utility ladder of freedoms. Specifically, we suggest that objectively improving living conditions-from rising life expectancies to broader education-transform the nature of life from a source of threats into a source of opportunities. As life begins to hold more promise for increasing population segments, societies climb the utility ladder of freedoms: practicing and respecting universal freedoms becomes increasingly vital to take advantage of rising life opportunities. This trend has begun to spill over into a life domain in which religious norms have until recently been able to resist emancipatory gains: sexual freedoms. We present (1) crossnational, (2) longitudinal, (3) generational and (4) multilevel evidence on an unprecedentedly broad basis in support of this theory.},
issn = {0303-8300}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_selanderstaffan_2007,
title = {Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization},
author = {Selander, Staffan},
year = {2007},
journal = {Studies in Philosophy and Education},
volume = {4},
number = {27},
pages = {267--281},
doi = {10.1007/s11217-007-9068-9},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {designs for learning; meaning making; global learning; formation and transformation of knowledge; text and media genres; contextual framing},
abstract = {In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2014,
title = {Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan ‘‘I’’},
author = {Johansson, Viktor},
year = {2014},
journal = {Studies in Philosophy and Education},
volume = {5},
number = {34},
pages = {441--458},
doi = {10.1007/s11217-014-9446-z},
language = {eng},
publisher = {: Springer Netherlands},
keywords = {autobiography; cosmopolitanism; education; i; ordinary language philosophy; stanley cavell; teaching; we},
abstract = {In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” and “We”, becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness—a test of the ground upon which one stands when saying “I”, “We” and “You.”},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thoutenhoofdernstd_2016,
title = {New Techniques of Difference: On Data as School Pupils},
author = {Thoutenhoofd, Ernst D.},
year = {2016},
journal = {Studies in Philosophy and Education},
volume = {5},
number = {36},
pages = {517--532},
doi = {10.1007/s11217-016-9528-1},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {education; human kinds; adhd; instrumental rationalism; information technologies},
abstract = {Pupils—the learners of both educational thought and of educational practice—exist ever more as data, as do the strictures and goals through which these pupils are pedagogically managed. I elaborate this thought by way of a single example: a particular kind of pupils whose number is reportedly on the increase, namely pupils diagnosed with attention deficit hyperactivity disorder (ADHD). In my analysis I combine Hacking’s nominalist conception of human kinds and Weber’s instrumental rationalism with recent thinking about the effects of digital technologies on social organising. Discussed in more detail is a key consequence from data playing a primary role in bringing together ADHD as coherent idea and practice: if ADHD is primarily the digital and instrumental product of psychiatry and education, so that ADHD is only secondarily a reliable description of behaviour, then what is to count as valid description of ADHD as behaviour will depend firstly upon the character and application of the existing database and not on actual behaviours among pupils. The article concludes with the observation that such technological products as ADHD seem notably at odds with traditional values in education. Traditional notions of education as a form of personable nurture for example seem to contrast with the instrumental disinterestedness of managing pupils as data flows. Given the latter, there seems rising need to theorise social reproduction by data and of data in contemporary education.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mrdhandreas_2017,
title = {Democratic Education in the Mode of Populism},
author = {Mårdh, Andreas and Tryggvason, Ásgeir},
year = {2017},
journal = {Studies in Philosophy and Education},
volume = {6},
number = {36},
pages = {601--613},
doi = {10.1007/s11217-017-9564-5},
language = {eng},
publisher = {: Springer},
keywords = {populism; democratic education; the public; demands; affect; antagonism; education},
abstract = {This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2018_2,
title = {Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention},
author = {Nilsson Sjöberg, Mattias},
year = {2018},
journal = {Studies in Philosophy and Education},
volume = {4},
number = {37},
pages = {329--346},
doi = {10.1007/s11217-018-9597-4},
language = {eng},
publisher = {: Springer},
keywords = {adhd; alain badiou; behaviorism; education; psychiatrization},
abstract = {(Neuro)psychiatric diagnoses such as attention deficit hyperactivity disorder (ADHD) is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a (future) risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best managed by means of an individual diagnosis and instrumental pedagogy. The majority of those labelled as having ADHD encounter a dominant educational model in the form of what is referred to in this article as neurobehaviorism, which is based on onto-epistemological violence. As opposed to this act of violence against being—and against the psychiatrized subject—a less violent educational model is proposed, based on French philosopher Alain Badiou’s ontological examination of being and his concept of love as a truth procedure. In terms of the latter, the focus is on the potential of the encounter as a ‘Two scene of love’. Here, the encounter is a place where it is possible to create new truths and subjects, instead of taking the individual diagnosis as an axiom which only leads to individuals having fixed identities codified in a hierarchical order. This argument is drawn from the ‘mathematical’ formula 1 + 1 = ♥, which originates from an online forum for people who have come into contact with ADHD in one way or another.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2020_1,
title = {Spinoza on ingenium and exemplarity: Some consequences for educational theory},
author = {Dahlbeck, Johan},
year = {2020},
journal = {Studies in Philosophy and Education},
number = {40},
pages = {1--21},
doi = {10.1007/s11217-020-09730-z},
language = {eng},
publisher = {: Springer},
keywords = {ingenium; exemplarity; spinoza; vives; admiration-emulation},
abstract = {This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration-emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives (1492/3–1540). This will set the stage for the next part, look- ing at how early modern philosopher Benedict Spinoza (1632–1677) adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza’s use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter same of the perceived problems of the admiration-emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2025_1,
title = {Fictionalism and dogmatism in education: Employing Plato's Republic as a paradigmatic example},
author = {Dahlbeck, Johan},
year = {2025},
journal = {Studies in Philosophy and Education},
volume = {6},
number = {44},
pages = {645--661},
doi = {10.1007/s11217-025-10010-x},
language = {eng},
publisher = {: Springer Nature},
keywords = {plato; expedient fictions; hans vaihinger; fictionalism; dogmatism; republic; truth-seeking},
abstract = {The aim of this essay is to track two parallel currents in educational theory. These currents have a long-standing and varied history, traceable to at least as far back as ancient Greek philosophy. This essay is not primarily concerned with the history of these currents, however, but is rather conceived as an endeavor to identify and grapple with a persistent tension at the heart of the philosophy of education, one that remains alive and well to this day. The tension in question is between the current of fictionalism and the current of dogmatism. For this tension to make sense, the two different currents (and their respective conceptual landscapes) need to be unpacked. The best way of doing this, to my mind, is via an example that in some ways stands out as paradigmatic within the history of the philosophy of education; Plato’s Republic. It is paradigmatic in the sense that it clearly illustrates how both of these currents or opposing impulses intertwine and collide within the same educational landscape.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2025,
title = {Relational crossroads paths of care in the work of special educators},
author = {Norgren-Hansson, Mimmi},
year = {2025},
journal = {Studies in Philosophy and Education},
doi = {10.1007/s11217-025-10027-2},
language = {eng},
publisher = {: Springer Nature},
keywords = {care ethics; anticipatory completion; special education; relational pedagogy; caring networks; genusvetenskap},
abstract = {This article introduces the concept of anticipatory completion, understood as the prospective imagination of whether care will be recognised and received. Completion thus functions not only as a retrospective marker of successful care but also as a prospective influence on how care is directed and enacted. To ground this conceptual development in lived experience, the article draws on interviews with Swedish special educators who navigate their dual responsibilities towards pupils and teachers within relational and institutional networks of care. While relationships with pupils are described as emotionally meaningful and straightforward, relationships with teachers are often experienced as uncertain and marked by relational risk. This tension shapes how support is distributed between pupils and teachers and illustrates how caring relationships in schools are co-constructed through relational asymmetries and institutional conditions. The article thereby contributes a more dynamic and network-oriented understanding of care within educational settings.},
issn = {0039-3746}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2007_1,
title = {The small improvement argument},
author = {Espinoza, Nicolas},
year = {2007},
journal = {Synthese},
volume = {1},
number = {65},
pages = {127--139},
doi = {10.1007/s11229-007-9243-0},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {value relations; incomparability; small improvement argument; vagueness; philosophy subjects},
abstract = { It is commonly assumed that moral deliberation requires that the alternatives available in a choice situation are evaluatively comparable. This comparability assumption is threatened by claims of incomparability, which is often established by means of the small improvement argument (SIA). In this paper I argue that SIA does not establish incomparability in a stricter sense. The reason is that it fails to distinguish incomparability from a kind of evaluative indeterminacy which may arise due to the vagueness of the evaluative comparatives 'better than,' 'worse than,' and 'equally as good as'.},
issn = {0039-7857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_almngjan_2019,
title = {Twin Earth and perceptual content},
author = {Almäng, Jan},
year = {2019},
journal = {Synthese},
number = {198},
pages = {6089--6109},
doi = {10.1007/s11229-019-02452-x},
language = {eng},
publisher = {: Springer},
keywords = {twin earth; space; perception},
abstract = {This paper presents a framework for analysing perceptual Twin Earth thought experiments. Visual content normally has an analogue character, and it is argued in this paper that this sets certain constraints on the extent to which Twin Earth thought experiments can be successful. The argumentation in the paper is developed by using examples from visual spatial content. It is argued that visual spatial content can only be "twin-earthed" in a very limited way. Whereas the metrics of space can be twin-earthed, visual experience has a structure that means that it can only be the vehicle for representing entities with geometrical structures.},
issn = {0039-7857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_plantingbergloosara_2024_1,
title = {How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education},
author = {Planting-Bergloo, Sara and Arvola Orlander, Auli},
year = {2024},
journal = {Cultural Studies of Science Education},
number = {19},
pages = {481--498},
doi = {10.1007/s11422-024-10227-1},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {natural science sexuality education; secondary school; sweden; barad; spacetimematter; subject learning and teaching; ämnesdidaktik},
abstract = {In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education. },
issn = {1871-1502}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_caoguihong_2014,
title = {Comparison of China-US Engineering Ethics Educations in Sino-Western Philosophies of Technology},
author = {Cao, GuiHong},
year = {2014},
journal = {Science and Engineering Ethics},
volume = {6},
number = {22},
pages = {1609--1635},
doi = {10.1007/s11948-014-9611-3},
language = {eng},
publisher = {: Springer},
keywords = {engineering ethics; engineering education; philosophy of technology; codes of engineering ethics; social responsibility},
abstract = {Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary variables emerge in the pedagogy: disciplinary statuses, educational goals, instructional contents, didactic models, teaching methods, and edificatory effects. I focus on the similarities and differences of engineering ethics educations between China and the US in Chinese and Western philosophies of technology. In the field of engineering, the US tends toward applied ethics training, whereas China inclines toward practical moral education. The US is the leader, particularly in the amount of money invested and engineering results. China has quickened its pace, focusing specifically on engineering labor input and output. Engineering ethics is a multiplayer game effected at various levels among (a) lower level technicians and engineers, engineering associations, and stockholders; (b) middle ranking engineering ethics education, the ministry of education, the academy of engineering, and the philosophy of technology; and (c) top national and international technological policies. I propose that professional engineering ethics education can play many important roles in reforming engineering social responsibility by international cooperation in societies that are becoming increasingly reliant on engineered devices and systems. Significantly, my proposals contribute to improving engineering ethics education and better-solving engineering ethics issues, thereby maximizing engineering sustainability.},
issn = {1353-3452}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hittsarahjayne_2022,
title = {Fictional Film in Engineering Ethics Education: With Miyazaki's The Wind Rises as Exemplar},
author = {Hitt, Sarah Jayne and Lennerfors, Thomas Taro},
year = {2022},
journal = {Science and Engineering Ethics},
volume = {5},
number = {28},
pages = {5},
doi = {10.1007/s11948-022-00399-w},
language = {eng},
publisher = {: Springer},
keywords = {cinema; engineering; narrative; arts-based methods},
abstract = {This paper aims to call attention to the potential of using film in engineering ethics education, which has not been thoroughly discussed as a pedagogical method in this field. A review of current approaches to teaching engineering ethics reveals that there are both learning outcomes that need more attention as well as additional pedagogical methods that could be adopted. Scholarship on teaching with film indicates that film can produce ethical experiences that go beyond those produced by both conventional methods of teaching engineering ethics and more arts-based methods such as fiction, as well as connect ethics learning outcomes and issues to the lifeworld of a person. The paper further illustrates the potential of using Miyazaki Hayao's film The Wind Rises for highlighting a range of ethical issues pertaining to engineering. It also discusses the important role educators play in how film can be used effectively in the classroom. Synthesizing a range of sources from film theory to the use of film in business and medical education, the paper makes the case for using film in engineering ethics education and calls for more research on the use of this method.},
issn = {1353-3452}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hkanssonpetergladoic_2026,
title = {The change in values on homosexuality and abortion in Croatia, Serbia, and Slovenia 1995–2020},
author = {Håkansson, Peter Gladoic and Håkansson, Dubravka Gladoić},
year = {2026},
journal = {Sexuality & Culture},
volume = {1},
number = {30},
pages = {191--213},
doi = {10.1007/s12119-025-10420-6},
language = {eng},
publisher = {: Springer Nature},
abstract = {This study investigates the evolution of societal values regarding homosexuality and abortion in Croatia, Serbia, and Slovenia from 1995 to 2020. Utilizing data from the World Values Survey, the research examines how these values have shifted in relation to religiosity and institutional changes. The findings reveal significant divergences among the three countries. Croatia and Serbia have experienced an increase in conservative attitudes towards sexuality, particularly influenced by rising religiosity and the impact of religious nationalism. Conversely, Slovenia has shown a liberalizing trend, with decreasing proportions of the population viewing homosexuality and abortion as unjustifiable. The study employs regression models to analyse the influence of religiosity, gender, age, and education on these values. The results indicate that while religiosity is a significant factor, national differences persist even after controlling for it. The paper concludes that historical trajectories and the interplay between formal and informal institutions play crucial roles in shaping values on sexuality. The study highlights the need for further research on the connection between institutional reforms, historical contexts, and value changes.},
issn = {1095-5143}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sandbergfredrik_2010,
title = {Recognising health care assistants' prior learning through a caring ideology},
author = {Sandberg, Fredrik},
year = {2010},
journal = {Vocations and learning: Studies in Vocational and Professional Education},
volume = {2},
number = {3},
pages = {99--115},
doi = {10.1007/s12186-009-9031-8},
language = {eng},
publisher = {: Springer Netherlands},
keywords = {recognition of prior learning - health care assistant - caring ideology - theory of communicative action - gender - power; education; philosophy subjects},
abstract = {This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.},
issn = {1874-785X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grmanulf_2013,
title = {Editorial},
author = {Görman, Ulf},
year = {2013},
journal = {Genes & Nutrition},
volume = {4},
number = {8},
pages = {345--347},
doi = {10.1007/s12263-013-0341-y},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {personalized nutrition; values; dilemmas; legal issues; food4me},
abstract = {This special section of Genes and Nutrition presents a baseline analysis of ethical and legal issues undertaken within the EU FP7 research project Food4Me, which investigates the feasibility today of the vision for delivering personalized nutrition. Four major topics are addressed: Do we know enough for offering personalized nutritional advice? How can personal, cultural, and scientific perspectives on food and health be integrated? How does personalized nutrition affect individual autonomy? Which urgent ethical and legal matters stand out when personalized nutrition is commercialized?},
issn = {1555-8932}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2017,
title = {“Why Do We Celebrate …?” Filling Traditions with Meaning in an Ethnically Diverse Swedish Preschool},
author = {Puskás, Tünde},
year = {2017},
journal = {International Journal of Early Childhood},
volume = {1},
number = {49},
pages = {21--37},
doi = {10.1007/s13158-017-0182-8},
language = {eng},
publisher = {: Springer},
abstract = {The Swedish preschool is an important socializing agent because the great majority of children aged, from 1 to 5 years, are enrolled in an early childhood education program. This paper explores how preschool teachers and children, in an ethnically diverse preschool, negotiate the meaning of cultural traditions celebrated in Swedish preschools. Particular focus is given to narrative representations of cultural traditions as they are co-constructed and negotiated in preschool practice between teachers and children. Cultural traditions are seen as shared events in the children’s preschool life, as well as symbolic resources which enable children and preschool teachers to conceive themselves as part of a larger whole. The data analyzed are three videotaped circle time events focused on why a particular tradition is celebrated. Methodologically the analysis builds on a narrative approach inspired by Bakhtin’s notion of addressivity and on Alexander’s ideas about dialogic teaching. The results of the analysis show that the teachers attempt to achieve a balance between transferring traditional cultural and religious values and realizing a child-centered pedagogy, emphasizing the child’s initiative. The analyses also show that narratives with a religious tonality generate some uncertainty on how to communicate with the children about the traditions that are being discussed. These research findings are important because, in everyday practice, preschool teachers enact whether religion is regarded as an essential part of cultural socialization, while acting both as keepers of traditions and agents of change.},
issn = {0020-7187}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2016,
title = {'One Needs to be Free': Making sense of young people's talk about religion in multicultural Sweden},
author = {Sjöborg, Anders},
year = {2016},
journal = {Journal of Religious Education},
volume = {2},
number = {63},
pages = {117--128},
doi = {10.1007/s40839-016-0020-6},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {sociology of religion; religionssociologi},
abstract = {This article unfolds patterns of pupils’ talk about religion and Religious Education in upper secondary school in Sweden (age 18-19). At the same time highly secularized and increasingly religiously diverse, Swedish society provides an interesting case for understanding better the role of religion in the contemporary world. A recent and nationally representative survey among pupils in upper secondary school demonstrated the role of the pupils’ religiosity along with background variables such as gender, study program, and parents’ educational level for the pupils’ attitudes towards both Religious Education and religious diversity in society. However, attitudes towards such a complex phenomenon as religion may hardly be fully captured by quantitative survey methodology. Therefore focus group interviews were conducted with in all 45 pupils representing a range of religious traditions and none. The composition of interview groups also catered for aspects such as gender, ethnicity, living region and study programme. Patterns emerging from the analysis suggest that central themes in the pupils’ understanding of religion involve framing themselves as reflexive agents, seeing themselves as free from structures which they argue would hinder them from leading fulfilled lives. This pattern was interestingly recurring both among pupils who saw themselves as religious or believers and among pupils who saw themselves as nonreligious. In their talk about the role of religion in society, in school, and for themselves it was just different things that were seen as obstacles and liberators. These ways of talking about religion reveals sociologically salient configurations regarding how religion is constructed in contemporary Sweden. In this paper findings are discussed using perspectives from post-colonial theory.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lovatterence_2016,
title = {Editorial notes: Identities, Worldviews and Religious Education: Theoretical and Empirical Perspectives},
author = {Lovat, Terence and Kuusisto, Arniika and Kuusisto, Elina and von Brömssen, Kerstin and Riegel, Ulrich},
year = {2016},
journal = {Journal of Religious Education},
volume = {2},
number = {63},
pages = {49--50},
doi = {10.1007/s40839-016-0030-4},
language = {eng},
publisher = {: Springer},
keywords = {religious studies and theology},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2017_3,
title = {Some ethnic Swedish students’ discourses on religion: secularism par excellence},
author = {von Brömssen, Kerstin},
year = {2017},
journal = {Journal of Religious Education},
volume = {2},
number = {64},
pages = {113--125},
doi = {10.1007/s40839-017-0036-6},
language = {eng},
publisher = {: Springer},
keywords = {sweden; religion; youth; secularism; students; discourses; educational science},
abstract = {Having been almost abandoned during the latter part of the 1900s, religion and youth is currently a growing field of research in Europe. Since people thought that secularisation would eradicate religion as a phenomenon, there was obviously no major reason to investigate young people’s attitudes towards religion. Since that time, the understanding of the world and its complex relationship with religion has changed, and this now attracts much discussion. In Europe, this not only concerns religion and youth among different migrant groups, but also research on religion and youth of those born and raised in Europe itself and integrated into the historic majority. The aim of this paper is to revisit and reanalyse the results of two qualitative research projects based on interviews with young students in schools who identify themselves as Swedish. I analyze their discursive constructions on their own religion and the religions of ‘others’. The data point towards a strong secularist discourse, where the Swedish students identify themselves as having a modern and rational worldview. On the other hand, they regard religion and religious people as old-fashioned and irrational. The focus in this article concerns articulations constructing this overarching secularist discourse, which I discuss in light of the contemporary debate on secularisation and secularism. However, most of the young students in the research appreciated the subject of Religious Education in Sweden as a means towards understanding the world. This was especially so in discussions on Religious Education with upper secondary school students, whereas younger students found religion to be more boring and traditional; thus the subject having difficulties in relating to the younger students’ experiences.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_5,
title = {Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling},
author = {Berglund, Jenny and Gent, Bill},
year = {2018},
journal = {Journal of Religious Education},
volume = {2},
number = {66},
pages = {125--138},
doi = {10.1007/s40839-018-0060-1},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {qur'anic education; supplementary education; educational traditions; memorisation; transer of skills; literacy},
abstract = {This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15–18, who were given the opportunity to reflect on the implications of having participated in two different ‘traditions’ of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2021_2,
title = {Gateways to accessing powerful RE knowledge: a critical constructive analysis},
author = {Franck, Olof},
year = {2021},
journal = {Journal of Religious Education},
volume = {1},
number = {69},
pages = {161--174},
doi = {10.1007/s40839-021-00133-x},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {religious education; powerful knowledge; religious literacy; threshold concepts},
abstract = {This article examines the conditions for designing an epistemologically grounded teaching about religions through an identification of what knowledge is central to the subject of Religious Education (RE). A starting point for the analysis is a discussion of Michael Young's well-known concept of powerful knowledge, as a possible platform for developing an approach for how a knowledge base in the subject could be identified. The concept of powerful knowledge is shown to be relevant for how epistemological perspectives can be considered in relation to an analysis of the subject's knowledge base. Such an analysis is carried out, and the concept of threshold concepts is introduced to develop a broader and sharper theoretical framework, at the same time as Young's approach becomes the subject of a more in-depth discussion. The presentation leads to a discussion of various considerations relevant to an analysis of how a powerful RE knowledge may be understood.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_13,
title = {Non-denominational RE teaching based on a Christian ethical heritage: the Swedish case},
author = {Franck, Olof},
year = {2023},
journal = {Journal of Religious Education},
volume = {1},
number = {71},
pages = {33--47},
doi = {10.1007/s40839-023-00196-y},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {christian values in non-denominational re; lutheran heriatge in swedish re; critical perspective on dichotomization between denominational and non-denominational re},
abstract = {This article discusses whether there is a contradiction in prescribing a religious, more specifically a Christian, tradition as the ethical basis for a teaching that is prescribed to be non-denominational. In the Swedish curriculum, the ethics borne by a Christian tradition and Western humanism are used as a platform for the school’s teaching at the same time as this is not allowed to be of a denominational nature. It has been argued that there is an incompatibility or even an adversarial contradiction here, which must be eliminated by dethroning and removing either of the two poles. The article analyzes such a stance, and it is argued that such a position, indicating general claims, can be said to rest on a weak argumentative base. A critical and complex interpretation of the concepts of non-denominational and denominational teaching, and of intensional and extensional references associated with them, can open up for a less dichotomous positioning.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2024_1,
title = {Children’s existential questions and worldviews: possible RE responses to performance anxiety and an increasing risk of exclusion},
author = {Osbeck, Christina and Kärnebro, Katarina and Lilja, Annika and Sporre, Karin},
year = {2024},
journal = {Journal of Religious Education},
number = {72},
pages = {51--72},
doi = {10.1007/s40839-023-00219-8},
language = {eng},
publisher = {: Springer Nature},
keywords = {religious education; existential questions; worldviews; students; schools; religionsdidaktik; existentiella frågor; livsfrågor; livsåskådning; elever; skola; pupils},
abstract = {The aim of this article is to examine patterns in Swedish children’s existential questions andworldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards afurther discussion of importance, about possible RE responses to these findings. The material,children’s texts, comes both from studies conducted by Sven Hartman and colleaguesin the 1970s and 1980s, and from new empirical studies. The children’s responses are collectedaccording to the same method, sentence completion tasks, in both cases. Theoretically,the article is anchored in both the tradition of Swedish worldview studies and thenew international interest in these perspectives for religious education. Existential questionsand worldviews are seen as interdependent in human beings’ life interpretations,which are continuously developing and are both sociocultural and existential in nature. Theempirical findings show a strong and increasing focus on relationships, but also a recurrentfocus on achievements, which relates to school as context and community. In relationto these findings, the article stresses the importance of RE responses, and discusses concretelywhat such responses might advantageously include. Among other things, the importanceis stressed of an RE that offers the student greater awareness of her life interpretations,and encourages her to develop broader repertoires of frameworks, through which thestudent might have a better chance to be the author of her own life, which is inevitably acollectively shared life.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franznjohnsonanna_2024,
title = {Discourses onreligion inresearch thatfocuses onstudents’ perspectives},
author = {FranzénJohnson, Anna and Lilja, Annika and Osbeck, Christina},
year = {2024},
journal = {Journal of Religious Education},
doi = {10.1007/s40839-024-00230-7},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {religious education; discourses on religion; religion; religiousness; students; pupils},
abstract = {In this article, the aim is twofold: firstly, to explore, through a systematic literature review, what discourses on religion may be identified in previous research that focuses on students’ perspectives, and secondly, to discuss this in relation to reseocrarch concerning challenges and opportunities in Scandinavian religious education (RE) and classroom negotiations, which is presented as a background to and scientific landscape for the study. Seven dis-courses relating to students’ understanding of religionhave been identified in the text sam-ple from the systematic review, religion as: threatening, a relic, needing to be tolerated, truth claims, plastic, a source of existential curiosity,and security and comfort. The find-ings show how these discourses together constitute a broader repertoire of discourses on religion than can be found in the Scandinavian RE classroom research presented as a frame for the study, especially when taking into account current orders of discourse and domi-nance structures. As stressed by discourse theory and sociocultural perspectives on learn-ing, having access to broad repertoires of discourses on religion provides a basis for more nuanced ways of thinking about religion. It is vital that teachers are aware of this and can challenge dominant discourses and broaden existing repertoires. An important step in such a direction is an awareness of discourses on religion, such as the seven presented here, which may potentially be present in the classroom, even in practices other than the ones these discourses emanated from.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2025_2,
title = {RE teachers' ways of balancing children's existential concerns and the curriculum: mirrored through established RE approaches},
author = {Osbeck, Christina and Lilja, Annika and Fancourt, Nigel},
year = {2025},
journal = {JOURNAL OF RELIGIOUS EDUCATION},
number = {73},
pages = {37--56},
doi = {10.1007/s40839-024-00249-w},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
keywords = {religious education; existential concerns; children's questions; curriculum},
abstract = {The relationship between learner and curriculum is foundational in education. In this study the purpose is to investigate how Swedish middle-school RE teachers balance children's existential concerns and the curriculum content in their teaching, as well as how they describe current curricular goals and pupils' questions, and to explore how these ways of balancing positions can be understood in light of how well-known RE approaches balance the child and the curriculum. In the analysis of the interview transcripts of the eleven middle-school teachers focussing on what the teachers express as important goals for RE, the findings were placed on a continuum between a focus on the child's experiences and on the curriculum. The result also shows that the teachers recurrently describe pupils' concerns and questions as relatively absent. The responses vary between "questions are lacking" and "questions are present", with a middle position of "some interactionally created questions are present". The child and the curriculum can never in practice be separated since they are integrated in the learning individual: in education, a particular individual is learning something specific. However, revisiting these approaches in combination with concrete examples of teachers' experiences has brought our understanding further, and has also drawn attention to the need for awareness concerning the varying character of this relationship, as a tension, one between whose poles the teaching constantly moves or as one that falls apart in two different poles that do not necessarily need to be seen in the light of each other.},
issn = {1442-018X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tekehans_2020,
title = {Making ethics teaching more effective with a three step model},
author = {Teke, Hans},
year = {2020},
journal = {International Journal of Ethics Education},
volume = {1},
number = {6},
pages = {149--162},
doi = {10.1007/s40889-020-00110-2},
language = {eng},
publisher = {: Springer},
keywords = {ethics teaching; religious education; upper secondary school; impact study; long-term effects},
abstract = {In this study, the impacts of two different “methods” for teaching ethics as part of the religious education in the Swedish upper secondary school were compared by means of a non-randomized controlled trial in two parts, involving 542 students. The question was which “method” had the greatest capacity to generate long-term ethical awareness in the students. The intervention condition consisted of students whose teachers were instructed to teach according to the Three Step Model, a teaching method influenced by research concerning how moral autonomy and ethical awareness could be increased by means of instruction and training. The control condition consisted of students whose teachers were instructed to teach basically as usual but with some added guidelines. During the trial, all students were given a pre-test before the ethics section had started and a post-test 10–12 weeks after it was finished. When quantified and summarized, the results showed an advantage of the intervention condition in measure B (development of demonstrable knowledge) but an advantage of the control condition in measure A (self-assessed ethical awareness); however, the advantage of the intervention condition was clearer and stronger. Even though the intervention students did not experience a stronger development, they appeared to have learned significantly more, not least in terms of procedural knowledge in ethical problem solving. The tentative conclusion is therefore that the Three Step Model is a more effective method for increasing ethical awareness, at least if one defines ethical awareness and measures it the way it was done in this study.},
issn = {2363-9997}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thgersenjacob_2011,
title = {Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style},
author = {Thøgersen, Jacob and Airey, John},
year = {2011},
journal = {English for specific purposes (New York, N.Y.)},
volume = {3},
number = {30},
pages = {209--221},
doi = {10.1016/j.esp.2011.01.002},
language = {eng},
publisher = {: Elsevier},
keywords = {l2 lectures; speaking rate; rhetorical style; disciplinary discourse; humanities and religion; humaniora och religionsvetenskap; lingvistik; linguistics; engelska med språkvetenskaplig inriktning; english; education; subject didactics; fysik med inriktning mot fysikens didaktik},
abstract = {This paper investigates the consequences of L2 use in university lectures. Data in the study stem from parallel lectures held by the same experienced lecturer in Danish (L1) and English (L2). It is found that the lecturer takes 22% longer to present the same content in L2 compared to L1, and that the lecturer speaks 23% more slowly in L2 than in L1.In the second part of the paper these differences are investigated through a qualitative analysis of parallel extracts from the same data set. Here it is found that when teaching in English the lecturer uses a higher degree of repetition and adopts a more formal and condensed style as compared to the rhetorical style in L1. Finally, the potential consequences of these quantitative and qualitative differences for student learning are discussed},
issn = {0889-4906}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlinbo_2012,
title = {Our posthuman future and education: Homo Zappiens, Cyborgs, and the New Adam},
author = {Dahlin, Bo},
year = {2012},
journal = {Futures},
volume = {1},
number = {44},
pages = {55--63},
doi = {10.1016/j.futures.2011.08.007},
language = {eng},
publisher = {: Elsevier BV},
keywords = {education},
abstract = {This paper is a philosophical reflection on the historical development of ideas about the nature of human beings and what this development may mean for the future of and in education. In terms of the causal layered analysis developed by Sohail Inayatullah, it is an investigation on the levels of worldviews and archetypes. Ideas of human nature describe a trajectory from supranature (theological and mystical) via nature (philosophical and mechanical) to subnature (digital). With the development of psychological science about a century ago, so called psycho-utopian visions of a better society arose, based on the transformation of the human mind. Such visions seem today to have been replaced by digital utopias, based on the development of superfast computers and the enhancement of brain capacity through neural implants. The latter is a prominent feature of so called transhumanism. The transhumanist ideas of Ray Kurzweil are briefly presented and contrasted with traditional religious and spiritual ideas. Of special interest in this context is Rudolf Steiner’s philosophical–spiritual understanding of human being and development, which underpins Steiner Waldorf education. There is an existential choice confronting us today: whether to see humans as essentially spiritual beings, or as highly complex bio-computers. This choice has obvious ramifications for education as well as for the future of human being in general. },
issn = {0016-3287}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_herdenstamanderspf_2018,
title = {Sommelier training: Dialogue seminars and repertory grid method in combination as a pedagogical tool},
author = {Herdenstam, Anders P. F. and Nilsen, Asgeir Nikolai and Öström, Åsa and Harrington, Robert J.},
year = {2018},
journal = {International Journal of Gastronomy and Food Science},
number = {13},
pages = {78--89},
doi = {10.1016/j.ijgfs.2018.07.002},
language = {eng},
publisher = {: Elsevier},
keywords = {expert vocabulary; analogical training; dialogue seminar; reflection in practice; repertory grid method; content analysis; måltidskunskap; culinary arts and meal science},
abstract = {Learning how to evaluate and communicate sensory experiences is crucial in the training of sommeliers and other restaurant personnel. Established sensory training methods are focused on analytical training when evaluating sensory experiences. Analogical methods, however, use analogies, metaphors and practical examples to describe and evaluate sensory experiences. This study aim to investigate whether practical analogical training in Dialogue seminars, involving reflection, verbalization and the exploration of concepts, could be used as an educational complement to analytical training. The result, when evaluating Dialogue seminar (DS) with the repertory grid method (RGM), was an increased consistency in the assessments of wine within a group of sommeliers. The content analysis also showed an increased use of familiar concepts and multi-sensational at- tributes after analogical training. It is therefore concluded that analogical training with DS, followed by ana- lytical evaluation with RGM, can be successfully combined when training sommeliers.Practical applications: This empirical framework introduces a new pedagogical tool when training restaurant personnel. Using contextual reflective tasting exercises in groups stimulates the awareness of personal references that can be helpful in developing a vocabulary of common definitions for sensory attributes. In addition to being a pedagogical tool, these exercises offer a counterpart to the well-established consensus technique when training sensory panels or performing sensory profile evaluation. It is, therefore, also concluded that this methodological approach can be used to better evaluate and communicate complex sensory experiences within a tasting group.},
issn = {1878-450X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hellmerkahl_2018,
title = {What's (not) underpinning ambivalent sexism?: Revisiting the roles of ideology, religiosity, personality, demographics, and men's facial hair in explaining hostile and benevolent sexism},
author = {Hellmer, Kahl and Stenson, T Johanna and Jylhä, Kirsti M.},
year = {2018},
journal = {Personality and Individual Differences},
number = {122},
pages = {29--37},
doi = {10.1016/j.paid.2017.10.001},
language = {eng},
publisher = {: Elsevier},
keywords = {sexism; misogyny; right-wing authoritarianism; social dominance orientation; religiosity; personality; gender; facial hair},
abstract = {Ambivalent sexism is a two-dimensional framework that assesses sexist and misogynous attitudes. The current corpus of research on such attitudes suggest that they are predicted by numerous variables, including religious beliefs, ideological variables, and men's facial hair. Most studies, however, have treated such predictors as if they are independent – inferring that zero-order correlations between sexism and its predictors are not confounded by omitted third variables. In the current work, we address ambivalent sexism using a large array of known correlates of sexist attitudes in two large and demographically diverse samples. We show that low empathic concern is the primary driver of hostile-, but not benevolent sexism (Study 1); that social dominance orientation, right-wing authoritarianism, religiosity, and low Openness and Agreeableness differentially predict ambivalent sexism (Study 2); along with male gender and low education level (Study 1 and 2). Contradicting an earlier finding, men's facial hair was not correlated with hostile sexism in either studies and a short full beard predicted lower scores on benevolent sexism in Study 2. Thus, we replicated the main findings from most previous research except for men's facial hair, and we also show the paths through which predictors of sexist attitudes exert their effects.},
issn = {0191-8869}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_almrothl_2001,
title = {A community based study on the change of practice of female genital mutilation in a Sudanese village},
author = {Almroth, L and Almroth-Berggren, V and Hassanein, OM and El, Hadi N and Al-Said, SSE and Hasan, SSA and Lithell, UB and Bergström, S},
year = {2001},
journal = {INTERNATIONAL JOURNAL OF GYNECOLOGY & OBSTETRICS},
volume = {2},
number = {74},
pages = {179--185},
doi = {10.1016/s0020-7292(01)00392-7},
language = {eng},
publisher = {: Wiley},
abstract = {Objective: To investigate the practice of female genital mutilation (FGM), among young and old parents. Methods: One hundred and twenty young parents and grandparents in a rural area in central Sudan were randomly selected for interviews carried out according to structured questionnaires with open answer possibilities. Results: All female respondents had undergone FGM. Of the young respondents, 44% had decided not to let their daughters undergo FGM. Young fathers were more involved in the decision process than previously known, especially when decisions were taken not to perform FGM. Tradition and social pressure were the main motives for performing FGM. Sexuality was an important aspect, mentioned both as motives for and against FGM. Religious belief and education level significantly affected to what extent FGM was practiced. Conclusion: This is the first community based study of FGM indicating a significant shift in practice between generations, young parents starting to question the value of FGM.},
issn = {0020-7292}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sundquistk_2004,
title = {Social participation and coronary heart disease: a follow-up study of 6900 women and men in Sweden.},
author = {Sundquist, K and Lindström, M and Malmström, M and Johansson, S-E and Sundquist, J},
year = {2004},
journal = {SOCIAL SCIENCE & MEDICINE},
volume = {3},
number = {58},
pages = {615--622},
doi = {10.1016/s0277-9536(03)00229-6},
language = {eng},
publisher = {: Elsevier BV},
abstract = {Few studies have examined the relationship between social, cultural and religious participation, political empowerment and coronary heart disease (CHD). The aim of this study was to examine whether low social participation, as described in a social participation index, predicted incidence rates of CHD. This is a follow-up study, from 1990-91 to 31 December 2000, of 6861 Swedish women and men, who were interviewed about their social participation, education, housing tenure and smoking habits. A social participation index was constructed, based on 18 variables from the survey. The outcome measure was CHD morbidity and mortality. Respondents with a CHD incident from 1986 until interview were excluded from the study. Data were analysed using Cox' regression and the results are presented as hazard ratios (HR) with 95% confidence intervals (CI). In the sex- and age-adjusted model there was a gradient between the social participation index and CHD, so that persons with low social participation had the highest risk of CHD with HR=2.15; CI=1.57-2.94, followed by HR=1.67; CI=1.23-2.27 for those with middle social participation. In the full model, when education, housing tenure and smoking habits were included, the increased risk of CHD for persons with low social participation remained high, with HR=1.69, CI=1.21-2.37. We conclude that persons with low social participation in the social participation index exhibited an increased risk of CHD that remained after adjustment for education, housing tenure and smoking habits.},
issn = {0277-9536}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norbergkatarina_2000,
title = {Intercultural education and teacher education in Sweden},
author = {Norberg, Katarina},
year = {2000},
journal = {Teaching and Teacher Education},
volume = {4},
number = {16},
pages = {511--519},
doi = {10.1016/S0742-051X(00)00008-1},
language = {eng},
publisher = {: Elsevier},
abstract = {The Swedish school is a meeting place for different cultures. Gender and class variations have been recognized for many years. More recently, ethnic, religious and linguistic diversity has also entered Swedish classrooms. This article examines these new educational circumstances in three parts. The first section defines some multicultural terms in Swedish context and briefly describes Sweden as a multicultural society. The second section discusses different pedagogical strategies in Swedish multicultural classrooms where cultural diversity problematizes traditional education. The final section addresses the need for an intercultural perspective in teacher education.},
issn = {0742-051X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bortolottilisa_2009,
title = {Reproductive and parental autonomy: an argument for compulsory parental education},
author = {Bortolotti, Lisa and Cutas, Daniela},
year = {2009},
journal = {Reproductive Biomedicine Online},
volume = {1},
number = {19},
pages = {5--14},
doi = {10.1016/S1472-6483(10)60057-0},
language = {eng},
publisher = {: Elsevier},
keywords = {assisted reproduction; childlessness; education; parental autonomy; pro-reproductive culture; reproductive autonomy; practical philosophy},
abstract = {In this paper we argue that comprehensive and systematic parental education has the potential to equip young adults with the necessary information for the responsible exercise of their autonomy in choices about reproduction and parenting. Education can allow young adults to acquire largely accurate beliefs about reproduction and parenting and the implications of their reproductive and parental choices. Far from being a limitation of individual freedom, the acquisition of relevant information about reproduction and parenting and the acquisition of self-knowledge with respect to reproductive and parenting choices can help give shape to individual life plans. We make a case for compulsory parental education on the basis of the need to respect and enhance individual reproductive and parental autonomy within a culture that presents contradictory attitudes towards reproduction and where decisions about whether to become a parent are subject to significant pressure and scrutiny.},
issn = {1472-6491}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsanja_2024,
title = {Children in New Religious Movements},
author = {Nilsson, Sanja},
year = {2024},
doi = {10.1017/9781009067263},
language = {eng},
publisher = {Cambridge University Press},
keywords = {childhood studies; new religious movements; cults; socialization; child abuse},
abstract = {New Religious Movements have arisen not only in the present but have also developed in the past. While they differ in ideology and practice, they generally seem to live in high tension with mainstream society, especially when it comes to child-rearing. This Element examines several aspects of children growing up in new religions. It relies upon literature from different groups concerning child upbringing, the function of children in the groups considering the religious ideologies, and parental perspectives and parental styles. It also utilizes accounts from young adults growing up in these groups, both those who chose to stay and who chose to leave their groups as adults. A range of topics, such as socialization, education, health care, and relations to surrounding society are explored. In addition, this Element considers issues of physical and emotional abuse, state interventions, and the impact of second- and third generations of children in new religions.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2024_1,
title = {Here and Now at Historic Sites: Pupils and Guides Experiencing Heritage},
author = {Ludvigsson, David and Stolare, Martin and Trenter, Cecilia},
year = {2024},
doi = {10.1017/9781009327374},
language = {eng},
publisher = {Cambridge University Press},
keywords = {field trips; elementary school; performativity; materiality; heritage sites; history education; sweden},
abstract = {The study explores the meaning-making of cultural heritage in school field trips to five sites in the region Östergötland in Sweden. It treats the materiality of the place and experiences of the guides and the pupils, obtained in school as well as in other contexts, as meaning-making resources during the site visits. It emphasises that sites should be seen as processes, open to interpretations and reinterpretations. The visitor is steered by expectations and common values as well as by the ways in which the heritage site is displayed and presented. In the present study, both adults (guides) and children (pupils) are defined as visitors. The authors draw on theories from history education research and from heritage studies when interpreting how pupils encounter heritage sites, they underline the centrality of 'the flesh and embodied agency' in the experience of sites.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2018_6,
title = {Monastic Education in Late Antiquity: The Transformation of Classical Paideia},
year = {2018},
doi = {10.1017/9781108163842},
language = {eng},
publisher = {Cambridge University Press}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_westergrenandreas_2018,
title = {Paideia, Piety, and Power: Emperors and Monks in Socrates’ Church History},
author = {Westergren, Andreas},
year = {2018},
journal = {Monastic Education in Late Antiquity: The Transformation of Classical Paideia},
doi = {10.1017/9781108163842.004},
language = {eng},
publisher = {Cambridge : Cambridge University Press}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_ansellben_2020,
title = {Inward Conquest: The Political Origins of Modern Public Services},
author = {Ansell, Ben and Lindvall, Johannes},
year = {2020},
doi = {10.1017/9781108178440},
language = {eng},
publisher = {Cambridge University Press},
abstract = {In the nineteenth and early twentieth centuries, modern states began to provide many of the public services we now take for granted. Inward Conquest presents the first comprehensive analysis of the political origins of modern public services during this period. Ansell and Lindvall show how struggles among political parties and religious groups shaped the structure of diverse yet crucially important public services, including policing, schooling, and public health. Liberals, Catholics, conservatives, socialists, and fascists all fought bitterly over both the provision and political control of public services, with profound consequences for contemporary political developments. Integrating data on the historical development of public order, education, and public health with novel measures on the ideological orientation of governments, the authors provide a wealth of new evidence on a missing link in the history of the modern state.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_parvinnassim_2024,
title = {Feminist Philosophical Toys: Playful Companions and Live Theorization},
author = {Parvin, Nassim and Rouse, Rebecca},
year = {2024},
journal = {Hypatia},
volume = {3},
number = {39},
pages = {465--491},
doi = {10.1017/hyp.2023.123},
language = {eng},
publisher = {: Cambridge University Press},
keywords = {game research group},
abstract = {What are the matters of philosophy? How do they shape how philosophy is practiced, what kinds of knowledge it produces, and who counts as a philosopher? The dominant matters of Western philosophy, or its epistemic companions, are books and journal articles even when dialogic and oral traditions are acknowledged or referenced. In this paper, we argue that alternatives would be necessary if philosophy were to be a more capacious and welcoming discipline. We introduce Feminist Philosophical Toys as one such alternative that challenges what counts as serious philosophy by being seriously playful. The toys foreground the oral and the dialogic while reflecting on and committing to engaging materiality, record-keeping, and record-making. In doing so, the toys challenge the dominant form of philosophy and its mechanics of knowledge-making as they offer an alternative way of doing philosophy that can be transformative for the next generation of feminist scholarship. The dialogic, embodied, and communal interaction with paper, with theory, and with others is meant as a practice of live theorization, opening philosophy to a new groundedness and accessibility, centered in the ethos of feminist epistemology, while at the same time pushing against fetishization of matter.},
issn = {0887-5367}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wallinannika_2000,
title = {Smart people that make simple heuristics work},
author = {Wallin, Annika and Gärdenfors, Peter},
year = {2000},
journal = {Behavioral and Brain Sciences},
volume = {5},
number = {23},
pages = {765--765},
doi = {10.1017/S0140525X00493441},
language = {eng},
publisher = {: Cambridge University Press},
abstract = {In order to evaluate the success of simple heuristics we need to know more about how a relevant heuristic is chosen and how we learn which cues are relevant. These meta-abilities, we believe, are at the core of ecological rationality, rather than the individual heuristics.},
issn = {1469-1825}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2010,
title = {Clerical Misconduct in the Church of Sweden 2000–2004},
author = {Hansson, Per},
year = {2010},
journal = {Ecclesiastical Law Journal},
volume = {1},
number = {12},
pages = {17--32},
doi = {10.1017/S0956618X09990366},
language = {eng},
publisher = {Cambridge : Cambridge University Press},
keywords = {priest; misconduct; church of sweden; education; church studies; kyrkovetenskap; ecclesiology},
abstract = {The Church of Sweden, being the national Lutheran Church, was disestablished in 2000 andformer state obligations were transferred to the church. Major changes were effected in theoversight of the clergy and all complaints were thereafter to be handled by the church itself.This article considers empirical data concerning those complaints and makes an evaluativecomparison with the previous system.},
issn = {0956-618X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kullann_2015,
title = {Going Far or Staying Close? Transnational Mobility among Southeast Asian Students in Islamic Studies},
author = {Kull, Ann},
year = {2015},
journal = {TRaNS: Trans-Regional and -National Studies of Southeast Asia},
volume = {1},
number = {4},
pages = {109--129},
doi = {10.1017/trn.2015.15},
language = {eng},
publisher = {: Cambridge University Press},
abstract = {This article discusses eleven Southeast Asian students' transnational mobility in order to obtain higher education at an Islamic university in Jakarta. A life story approach has been used and semi-structured and interviewee-oriented interviews have been carried out in the field, as well as on the internet. The focus is not only on the students' individual experiences, such as educational background, strategies in mobility, prevailing life conditions, educational objectives, and future plans, but also on why they chose international Islamic studies in Jakarta and how they evaluate the education offered there. Gender constitutes an overall empirical and analytical aspect of this article, taking into account the prevailing gender order, or norm, in the students' homelands and families, as well as gender regimes, or relations, in the educational and social environment in Jakarta. These students have mixed backgrounds regarding nationality, class, parents' education, gendered and religious norms, and previous contacts outside of their homelands. All, however, accumulate social capital in the transnational social fields or networks-physical and digital-that they take part in during their time in Jakarta and after they finalised their studies. All the students plan for further studies or a working career, and a majority of the students intend to return-or have already returned-to their home country, while a few prefer a third country. They can be defined as so-called temporarily uprooted locals, with an even spread on a scale from localism to cosmopolitanism in their individual identity formation.},
issn = {2051-364X}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_kronliddavido_2014,
title = {Climate Change Adaptation and Human Capabilities: Justice and Ethics in Research and Policy},
author = {Kronlid, David O.},
year = {2014},
doi = {10.1057/9781137428042},
language = {eng},
publisher = {Palgrave Macmillan},
keywords = {capabilities approach; climate change; climate change adaptation; transformative learning; play; mobility; salutogenic health; curriculum studies; geography; geografi},
abstract = {Climate Change Adaptation and Human Capabilities explores learning, health, mobility, and play as climate capabilities and produces new insights into the depth of climate change impact on social life.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindmarkdaniel_2023_2,
title = {Catechism primers in Sweden},
author = {Lindmark, Daniel},
year = {2023},
journal = {Learning to read, learning religion},
pages = {152--164},
doi = {10.1075/clcc.14.14lin},
language = {eng},
publisher = {Amsterdam/Philadelphia : John Benjamins Publishing Company},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education; church history; kyrkohistoria}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lidnanne_2019,
title = {Pilgrim Tourist Motivations in Religious Heritage, Culture and Art},
author = {Lidén, Anne},
year = {2019},
journal = {Spiritual and Religious Tourism},
pages = {73--84},
doi = {10.1079/9781786394163.0073},
language = {eng},
publisher = {Boston, Massachusetts : CABI Publishing},
keywords = {pilgrim routes; scandinavian pilgrimage; nidaros; st olav of norway; vadstena; st bridget of sweden; pilgrim motivations; history of religion},
abstract = {The article is describing the growing development of pilgrim routes in the Scandinavian countries, especially to the city of Trondheim in Norway and to the city of Vadstena in Sweden. In Trondheim pilgrims are visiting the medieval Nidaros Cathedral, the burial place of the martyr king Saint Olav. In Vadstena pilgrims are visiting the medieval Monastery Church, the place of the shrine of Holy Birgitta, Saint Bridget of Sweden. The article gives the historical background to the pilgrimage traditions of these places, the cult of the saints, history, narrative and art, and their significance in tourism today. The revival of the pilgrimage movement in contemporary society is also discussed from personal pilgrim accounts.New research is presented that deals with management of the pilgrim routes, pilgrim and heritage tourism today in Norway and Sweden, and how the local organisations provide information and accomodation for visitors. New research in visitors studies regarding the motivations given by the pilgrims and heritage tourists is presented. This new research is discussed from a view of critical heritage studies. The results show that spiritual journeys and pilgrimages have been journeys of hope for good physical and mental health. The contemporary pilgrim and heritage tourist show individualistic motifs concerning the enjoyment of walking and travelling, but also a deep concern for the natural environment and for protecting the cultural heritage of the places they visit.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2017_2,
title = {'WHO'S AFRAID OF SECULARISATION?' A RESPONSE TO DAVID LEWIN},
author = {Jackson, Robert},
year = {2017},
journal = {British Journal of Educational Studies},
volume = {4},
number = {65},
pages = {463--468},
doi = {10.1080/00071005.2017.1358804},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; religious language; political liberalism; secularisation; hermeneutics; interpretive approach},
abstract = {This response to David Lewin states the purpose of my critique of some aspects of Liam Gearon's work. It clarifies my position on the aims of 'inclusive' religious education, rejecting Gearon's view that REDCo researchers shared a common pluralistic theology, regarding religious education as having a single political aim. It reinforces Gearon's misrepresentation of the development of the Toledo Guiding Principles. In addressing the concern that religious education serves political ends, I acknowledge that much educational discourse has a political dimension but, in the case of 'inclusive' religious education, I argue that an approach based on John Rawls' view of political liberalism can facilitate understanding of religions. I respond to Lewin's assumption that my own view of religious language is entirely propositional and I compare the view of religious language expressed by Morimoto, quoted with approval by Lewin, with that of D. Z. Phillips, noting that its adoption implies that religious 'insiders' and those with no religious commitments are incapable of mutual understanding. I introduce the interpretive approach as an impartial methodology for religious education. Finally, I invite Lewin to engage with empirical research informing European policy on religious education, relevant to issues of secularity and secularism.},
issn = {0007-1005}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ridersharon_2015,
title = {Human Freedom and the Philosophical Attitude},
author = {Rider, Sharon},
year = {2015},
journal = {Educational Philosophy and Theory},
volume = {11},
number = {47},
pages = {1185--1197},
doi = {10.1080/00131857.2014.992651},
language = {eng},
publisher = {: Routledge},
keywords = {discipline; autonomy; foucault; kant; method; specialization; education; theoretical philosophy; teoretisk filosofi},
abstract = {Attempts to describe the essential features of the Western philosophical tradition can often be characterized as ‘boundary work’, that is, the attempt to create, promote, attack, or reinforce specific notions of the ‘philosophical’ in order to demarcate it as a field of intellectual inquiry. During the last century, the dominant tendency has been to delineate the discipline in terms of formal methods, techniques, and concepts and a given set of standard problems and alternative available solutions (although this element has been both present and at times highly influential at least since Plato). One vital feature of the philosophical tradition that has played a certain rather subterranean but nonetheless indispensable role, which I will discuss in this article, is that of repeatedly and stringently calling into question the conditions of its own possibility. The Cartesian tradition (including Kant, Husserl, Popper and Weber) shares with the anti-philosophers (say, Nietzsche and Kierkegaard, but even the later Wittgenstein) the insight that this questioning itself is and has always been a problem, perhaps the deepest problem, for philosophy. The idea that one has the right, even the responsibility, to pose such questions lay at the very heart of notions such as ‘the pursuit of truth’, ‘vita contemplativa’, and ‘philosophy as work on oneself’. On what grounds can one possibly assert such a right? In the modern Western tradition, it has most often been associated with a form of genuine doubt founded in deep engagement with some subject matter, i.e. the notion that one has a ‘problem’ demanding that one take responsibility for one’s beliefs and thoughts, both morally and logically. It seems to me that the meaning of this most basic attitude is something that each generation must rediscover for itself; indeed, recreate for itself in a new environment and under new conditions. Thus, the blindness of the past, in this self-understanding of philosophy, need not bind or blind us in the future. To the contrary, the European intellectual tradition can be seen as providing a series of perspicuous representations of intermittently faltering and flourishing attempts at asserting the viability of the idea of human freedom as essentially bound up with the pursuit of truth. As such, it is of necessity open to perpetual revision (even when it resists it).},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2017_2,
title = {Killing the Buddha: Towards a heretical philosophy of learning},
author = {Johansson, Viktor},
year = {2017},
journal = {Educational Philosophy and Theory},
volume = {1},
number = {50},
pages = {61--71},
doi = {10.1080/00131857.2017.1336917},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {philosophy of learning; end; dogmatism; pictures; open-ended; utbildning och lärande; education and learning},
abstract = {This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbrinkpeter_2017,
title = {Disciplinarity and normative education},
author = {Strandbrink, Peter},
year = {2017},
journal = {Educational Philosophy and Theory},
volume = {3},
number = {50},
pages = {254--269},
doi = {10.1080/00131857.2017.1343113},
language = {eng},
publisher = {: Routledge},
keywords = {interdisciplinarity; social epistemology; normative education; educational research; complexity},
abstract = {Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarityâthe main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2017_3,
title = {Wildly wise in the terrible moment: Kant, Emerson, and improvisatory Bildung in early childhood education},
author = {Johansson, Viktor},
year = {2017},
journal = {Educational Philosophy and Theory},
volume = {5},
number = {51},
pages = {519--530},
doi = {10.1080/00131857.2017.1389270},
language = {eng},
publisher = {: Routledge},
keywords = {emerson; kant; improvisation; bildung; early childhood education; curriculum; education; utbildning och lärande},
abstract = {This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and selfcultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that sucha turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2017_4,
title = {Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education},
author = {Johansson, Viktor and Schumann, Claudia},
year = {2017},
journal = {Educational Philosophy and Theory},
volume = {5},
number = {51},
pages = {474--477},
doi = {10.1080/00131857.2017.1398522},
language = {eng},
publisher = {: Informa UK Limited},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2020_1,
title = {Neuroscience and educational practice - A critical assessment from the perspective of philosophy of science},
author = {Matta, Corrado},
year = {2020},
journal = {Educational Philosophy and Theory},
volume = {2},
number = {53},
pages = {197--211},
doi = {10.1080/00131857.2020.1773801},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {educational neuroscience; evidence-based educational practice; neuroimaging; interdisciplinary integration; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tesarmarek_2021,
title = {Infanticides: The unspoken side of infantologies},
author = {Tesar, Marek and Peters, Michael A. and White, E. Jayne and Arndt, Sonja and Charteris, Jennifer and Fricker, Aleryk and Johansson, Viktor and Sturm, Sean and Hood, Nina and Madjar, Andrew},
year = {2021},
journal = {Educational Philosophy and Theory},
doi = {10.1080/00131857.2020.1854730},
language = {eng},
publisher = {: Routledge},
keywords = {early childhood; infanticides; philosophy of education; utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a philosophy of the infant, which is not tied to either developmental psychology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning from the infant, that is critical, historical, and from the bottom up, so to speak. At the same time, the series of articles aims to create a thematic philosophical view that does not take for granted the normal set of conventions and assumptions made about the infant and about infancy, an important aspect given that infants and babies have a huge number of experts in medicine, law, education, religion, social work, and baby organizations like Plunket that have developed accepted bodies of knowledge, procedures, and routines about the infant and what is in the infant’s best interests. Historically, we have good reason to doubt this expertise. Also, women who give birth and parents, and other family members, all assume opinions and practices based on actual lived experience. Everyone, it seems, speaks for the infant saving the infant herself who cannot speak or, at least, is not able to articulate verbally their experiences or their expectations or requirements. This series has tried to provide fresh perspectives on these matters through the process of collective writing based on an approach to educational philosophy.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2022_1,
title = {The educational fiction of agential control: some preliminiary notes on a pedagogy of ’as if'},
author = {Dahlbeck, Johan},
year = {2022},
journal = {Educational Philosophy and Theory},
volume = {1},
number = {55},
pages = {100--110},
doi = {10.1080/00131857.2022.2089978},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {‘as if’; hans vaihinger; educational fictions; illusions; agential control; teaching},
abstract = {This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and their experience of suffering from lack of control. A fiction, it is argued, is different from an illusion in that fictions can be affirmed without being believed. Unlike illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fullersteve_2022,
title = {Twitter and the aphoristic (re)turn in thought, knowledge and education},
author = {Fuller, Steve and Gorman, David and Dusek, Val and Pantsar, Markus and Babich, Babette and Basbøll, Thomas and Rider, Sharon},
year = {2022},
journal = {Educational Philosophy and Theory},
volume = {13},
number = {55},
pages = {1436--1449},
doi = {10.1080/00131857.2022.2132937},
language = {eng},
publisher = {: Routledge},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2024_1,
title = {Rousseau's Lawgiver as Teacher of Peoples: Investigating the Educational Preconditions of the Social Contract},
author = {Dahlbeck, Johan and Lilja, Peter},
year = {2024},
journal = {Educational Philosophy and Theory},
doi = {10.1080/00131857.2024.2363357},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {rousseau; the lawgiver; the social contract; education},
abstract = {This paper argues that Rousseau’s lawgiver is best thought of as a fictional teacher of peoples. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes ‘an undertaking beyond human strength and, to execute it, an authority that amounts to nothing’ (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for subsuming individual wills under the general will, and for aligning the good of the individual with the common good. For the social contract to be valid, however, it needs to be preceded by a desire to belong to a moral community that can induce people to join willingly, and that will grant legitimacy to the laws established. If the social contract is the machinery that makes the body politic function, the lawgiver is ‘the mechanic who invents the machine’ (II.7; 191). In this paper we will look closer at the pedagogical functions of Rousseau’s mythical lawgiver by first examining the relationship between the social contract, the general will and the lawgiver. Then, we aim to flesh out a pedagogical understanding of the figure of the lawgiver by way of the two educational dimensions of accommodation and transformation. Finally, we will argue for the importance of understanding Rousseau’s lawgiver as a fictional device allowing for the fundamental and enduring educational task of balancing between the preservation and renewal of society.},
issn = {0013-1857}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nesanders_2021,
title = {The perception/cognition distinction},
author = {Nes, Anders and Sundberg, Kristoffer and Watzl, Sebastian},
year = {2021},
journal = {Inquiry},
volume = {2},
number = {66},
pages = {165--195},
doi = {10.1080/0020174X.2021.1926317},
language = {eng},
keywords = {modularity; perception and causation; perception/cognition distinction; perceptual phenomenology; perceptual representation},
abstract = {The difference between perception and cognition seems introspectively obvious in many cases. Perceiving and thinking have also been assigned quite different roles, in epistemology, in theories of reference and of mental content, in philosophy of psychology, and elsewhere. Yet what is the nature of the distinction? In what way, or ways, do perception and cognition differ? The paper reviews recent work on these questions. Four main respects in which perception and cognition have been held to differ are discussed. First, their phenomenal character, such as the often-remarked vivacity or immediacy of perception. Second, the way in which they represent the world, e.g. the non-propositional nature of the contents, or non-discursive character of the vehicles, that have been held to characterise perceptual representation. Third, their place in cognitive architecture, i.e., roughly, in the information-flow of the mind, such as their alleged (non-)modularity. Fourth, their mind-world relations, e.g. the way in which perceptions seem to be tightly causally linked with distal or proximal stimuli. Against this background, we distinguish some main options for an account of the perception/cognition distinction, in particular concerning whether there is one, several, or no interesting and principled distinction(s) to be drawn here.},
issn = {0020-174X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2015,
title = {The (educational) meaning of religion as a quality of liberal democratic citizenship},
author = {Liljestrand, Johan and Olson, Maria},
year = {2015},
journal = {Journal of Curriculum Studies},
volume = {2},
number = {48},
pages = {151--166},
doi = {10.1080/00220272.2015.1108457},
language = {eng},
publisher = {: Routledge},
keywords = {citizenship; liberal democracy; public education; religion; religious education teachers; humanities and social sciences; humaniora-samhällsvetenskap; woman; child and family (womfam); kvinna; barn och familj (womfam); subject learning and teaching; utbildning och lärande},
abstract = {Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2018_1,
title = {Assessing ethical competence through national tests: an advantage or not?},
author = {Sporre, Karin},
year = {2018},
journal = {Journal of Curriculum Studies},
volume = {2},
number = {51},
pages = {262--278},
doi = {10.1080/00220272.2018.1533999},
language = {eng},
publisher = {: Routledge},
keywords = {ethics education; compulsory school; national testing; character education; ethical competence; etikundervisning; grundskola; nationella prov; etikdidaktik; etisk kompetens},
abstract = {The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests from 2013 for grades six and nine have been studied as have the assessment instructions for teachers. Staff responsible for the test construction have been interviewed.The aims, core content and knowledge requirements of the curriculum were also studied. The concept ‘ethical competence’ was used as an analytical tool in the qualitative content analyses. Through the design of this study, the actual test, its process of construction and the curriculum were examined. The results suggest that ethics education, given (a) the curricular construction of what ability to assess, (b) complexities of test construction in ethics and (c) possible teach-to-the-test effects, runs the risk of being limited to an argumentative, conceptual competence, with ethics education being emptied of crucial content. However, being included in national testing can strengthen the position of a school subject. Is it then an advantage for ethics education to be tested in this way? The critical problems the study raises make the author conclude it to be a disadvantage for ethics education to be tested through national tests.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ruinhans_2019,
title = {The claim of the past?: historical consciousness as memory, haunting, and responsibility in Nietzsche and beyond},
author = {Ruin, Hans},
year = {2019},
journal = {Journal of Curriculum Studies},
volume = {6},
number = {51},
pages = {798--813},
doi = {10.1080/00220272.2019.1652936},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {nietzsche; historicity; superhistorical; monumental; unhistorical; memory; forgetting; holocaust; apartheid},
abstract = {The article provides a new interpretation of the most widely cited essay on historical consciousness, Friedrich Nietzsche?s ?On the use and abuse of history for life? from 1874, reconnecting it to current debates in educational science and the role of the historian and educator in a post-colonial situation. It reminds us how historical consciousness is an always contested and critical space, where our existential commitment to justice is also tested. The interpretation moves beyond the standard understanding of Nietzsche as only favouring a life-affirming use of history. It displays how his argument opens the door toward understanding historical consciousness as a transcultural ethical space of an encounter between the dead and the living. It addresses the contemporary debate in education science concerning the relation and preference between a broader and more limited notion of historical consciousness, questioning the possibility of a conclusive theory of historical consciousness for practical-pedagogical purposes. It exemplifies its conclusions in regard to the legacies of the Holocaust and to Apartheid, as also pedagogical challenges.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2021_1,
title = {Children’s existential questions – recognized in Scandinavian curricula, or not?},
author = {Sporre, Karin},
year = {2021},
journal = {Journal of Curriculum Studies},
volume = {3},
number = {54},
pages = {367--383},
doi = {10.1080/00220272.2021.1962982},
language = {eng},
publisher = {: Routledge},
keywords = {existential questions; children; scandinavian curricula; ‘livsfrågor’; religious education; livsfrågor; skandinaviska läroplaner; religionsdidaktik},
abstract = {Do curricular texts address children’s existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the varying and shifting ways in which Swedish curricula from 1969 up to 2011 expressed ‘livsfrågor’ and educational responses to them have been studied. As a new theme ‘livsfrågor’, meaning existential questions, was introduced in 1969 in the Swedish curriculum for compulsory school. A comparison of the Scandinavian curricula of today shows that the Danish one most explicitly addresses the importance of children’s existential questions; the Norwegian subtly emphasizes a dialogue with school children; while the Swedish syllabus links existential questions to worldviews, general systems of thought, and not to addressing students’ own questions. In the characterization of the curricula, two curricular codes, a proclamatory and a dialogical, as suggested by Hartman , and the three purposes of education by Biesta (qualification, socialisation, and subjectification) have been used. Although it studies students’ existential questions in religious education, this study contributes towards general didactical discussions on the role of children’s questions and possible educational responses to them.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lewindavid_2024,
title = {The power of exemplarity in religious education},
author = {Lewin, David and Korsgaard, Morten Timmermann},
year = {2024},
journal = {Journal of Curriculum Studies},
volume = {3},
number = {56},
pages = {327--338},
doi = {10.1080/00220272.2024.2309973},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {exemplarity; examples; religious education; philosophy of education},
abstract = {Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have long questioned the educational logic that takes so-called substantive knowledge as its starting point and imagines education to follow a linear path from simple to complex. Scholars of Religious Studies have addressed similar questions of how to bring the subject matter to life through taking a more disciplinary orientation , though this approach is problematized by RE’s multi-disciplinary foundations This paper brings together pedagogical and disciplinary perspectives to the question of exemplification in the production of curricular subject matter. Taking as its context RE in schools, the paper assumes the didactic principle that there is considerable difference between putative disciplinary knowledge and school subject matter and that the production of school subject matter requires considered processes of pedagogical transformation and reduction. The paper explores the logic governing this transformation by drawing on the pedagogical analysis of exemplarity offered by Martin Wagenschein alongside the more disciplinary analyses of the place of examples from Jonathan Z. Smith. },
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemelmikkoa_2025,
title = {Powers of knowledge in secondary religious education curricula of Sweden, England and Finland},
author = {Niemelä, Mikko A. and Niemi, Kristian and Salmenkivi, Eero and Stones, Alexis},
year = {2025},
journal = {Journal of Curriculum Studies},
volume = {4},
number = {57},
pages = {422--440},
doi = {10.1080/00220272.2025.2476941},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {religious education; powerful knowledge; comparative research; lower secondary school; written curriculum; religious studies and theology},
abstract = {What might the powers of knowledge in religious education (RE) be; what knowledge and abilities does RE provide to pupils in lower secondary education? These questions are asked through this study of curriculum contexts in England, Sweden and Finland. The three iterations of the subject are similar enough to compare—yet different enough for the character of each to emerge when they are juxtaposed and ‘mirrored’ in each other. This comparative approach allows us to explore what kinds of powers RE, represented in written curricula, aims to foster in each context. This is simultaneously an exploration of the nature and raison d’etre of RE as a school subject. The purpose of RE is examined via analysing lower secondary curriculum documents with the theoretical lens of powerful knowledge. Overall, the curricula focus mostly on providing information about religions and worldviews. However, this knowledge is used for developing powers that were identified as having different emphasis in each context. The Finnish curriculum emphasizes students’ personal and ethical development, the English curriculum has the strongest weight on academic knowledge and the Swedish curriculum concentrates on developing students’ intercultural competence and understanding of societies.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dengzongyi_2025,
title = {Powerful knowledge, school subjects and the curriculum: an international and comparative perspective},
author = {Deng, Zongyi and Chapman, Arthur and Gericke, Niklas},
year = {2025},
journal = {Journal of Curriculum Studies},
volume = {4},
number = {57},
pages = {365--381},
doi = {10.1080/00220272.2025.2528744},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {powerful knowledge; school subjects; national curriculum; educational purposes; content; biology; education},
abstract = {This introductory essay presents a special issue that foregrounds school subjects as purpose-built educational enterprises and reconsiders the role of powerful knowledge in national curricula. Framed against the marginalization of knowledge in both global policy reforms and contemporary curriculum theory, it argues for renewed attention to the educational purpose, content, and construction of school subjects by engaging with questions such as: What are the purposes of school subjects? How should powerful knowledge be conceived in the curriculum? How are school subjects conceptualized and constructed? The issue includes four articles examining the purposes and content of school subjects-geography, history, religious education, and biology-in national curricula across Sweden, Finland, and England. It also features two articles exploring changes in business and management education in Poland and the 'life and death' of Liberal Studies as a school subject in Hong Kong. This special issue advances two key propositions: first, that school subjects are structured to fulfil multiple academic, civic, social, and personal aims; and second, that powerful knowledge should be understood not only in terms of its epistemic structure but also in relation to the intellectual and ethical capabilities it enables.},
issn = {0022-0272}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_erenaydinlikbadegl_2019,
title = {Between men, time and the state: education of girls during the Late Ottoman Empire (1859–1908)},
author = {Eren Aydinlik, Badegül and Kenan, Seyfi},
year = {2019},
journal = {Paedagogica historica},
volume = {4},
number = {57},
pages = {400--418},
doi = {10.1080/00309230.2019.1660386},
language = {eng},
publisher = {: Routledge},
keywords = {education; education of girls; the ottoman empire; tanzimat period; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {Women’s education becomes a prominent issue in the Ottoman Empire with the modern period, leading to the opening of the first modern public school for girls as a rüşdiyye (secondary) school. This article critically examines the curriculum of girls’ rüşdiyyes from their foundation in 1859 until the beginning of the Second Constitutional Period in 1908. The formation, development and content of the curriculum are investigated both in terms of social demands, and in comparison with the curriculum of boys’ rüşdiyyes. Curricula of girls and boys, women’s magazines and magazines on education of the selected period were analysed via document review. As a historical case study evaluation, this study employs descriptive analyses to obtain and interpret results. We argue that women’s education is perceived as a way of raising a moral generation, as well as keeping the family institution alive. When compared to boys’, there are fewer courses and more simplified content in girls’ curriculum. Although this gap closes in time, these curricula are still different regarding two aspects: domestic courses always exist, and religious content increases in girls’ curriculum throughout this period. Accordingly, women are prioritised in social discipline and their disciplinisation is seen as a priority.},
issn = {0030-9230}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berganne_2022,
title = {Diligent and docile workers: descriptions of the working poor and the social order in the Lasebok for folkskolan, 1868-1920s},
author = {Berg, Anne and Larsson, Esbjörn},
year = {2022},
journal = {Paedagogica Historica},
volume = {1},
number = {59},
pages = {19--35},
doi = {10.1080/00309230.2022.2095650},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {languages of class; readers; sweden; mass education; social identity; education & educational research},
abstract = {The educational system in nineteenth-century Sweden was, as in many other industrialising states, segregated by social class. Children of the economically and politically marginalised classes were educated in basic primary subjects in the nationwide Folkskola (primary schools). From 1868 to the early 1940s, the government issued, subsidised, and distributed the Lasebok for folkskolan (Reader for Primary School; "the Reader"). Besides poems and songs, the Reader contained religious, fictitious, moral, and historical texts - all wrapped in an explicit nationalist discourse. However, it also contained images and ideologies about social class which have remained unexplored. The representations and social vernaculars in the Reader about how children of the working poor should identify and conduct themselves in order to grow up as functional members of a bourgeois society have been more or less overlooked. This paper deals with the images of the poor and marginalised in the Reader. We suggest not only that the Swedish state reproduced a class-based society through a segmented school system, but that the social descriptions in the book were aimed to produce diligent and docile workers to serve the political and economic interests of the dominant classes.},
issn = {0030-9230}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sadatsajjadiehnarges_2022,
title = {A genealogical study of the emergence of kindergartens in Iran: an intersectional approach},
author = {Sadat Sajjadieh, Narges and Millei, Zsuzsanna},
year = {2022},
journal = {Paedagogica Historica: International Journal of the History of Education},
volume = {3},
number = {60},
pages = {529--546},
doi = {10.1080/00309230.2022.2123247},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {ece; feminism; qajar; religion; ethnicity; class; girls’ education},
abstract = {There are histories describing in detail the development of early childhood education (ECE) around the world, yet not enough is known about this in the Middle East and the information on the origins of ECE in Iran is scarce and fragmentary. This article is the first of its kind to present an overview of the main developments rendering possible the establishment of the first kindergartens in Iran. In our account, we connect this genealogy of early childhood education in Iran to various trajectories: 1) the work of intellectual reformers; 2) the Iranian feminist movement; 3) the Constitutional Revolution in Iran (1906–1911); 4) religious reformist beliefs in Shia; 5) the missionaries’ schools; 6) the Armenians’ schools and 7) the age of girls’ marriage. As we demonstrate, early childhood education in Iran emerged before the industrial revolution. It was mainly provided for intellectual and influential families, focused on physical education accompanied by music, while religious education was marginal. Our genealogical explorations indicate that compared to kindergartens in Britain and Europe, Iranian early childhood education has been an instrument for intellectual societal reform. It was the fruits of a transplanted tree nourished by various local cultural-socio-political trends and religious beliefs. The paper concludes with an assessment of the importance of local and international influences on the emergence of early childhood education and the need to explore this history with an intersectional approach.},
issn = {0030-9230}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_linellannika_2022,
title = {Back-stage configuring: a textual analysis of formalisation and professional judgement in two systematic reviews},
author = {Linell, Annika and Bohlin, Ingemar and Sager, Morten},
year = {2022},
journal = {Scandinavian Journal of Educational Research},
volume = {3},
number = {68},
pages = {402--415},
doi = {10.1080/00313831.2022.2148275},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {swedish institute for educational research; systematic reviews; formalisation; professional judgement; mechanical objectivity},
abstract = {This article sheds light on criticism of the increasing degree of formalisation in collating and synthesising research findings in the systematic review format in education. A textual analysis of two systematic reviews produced by the Swedish Institute for Educational Research unpacks the significance of interaction between formalisation and professional judgement. The article also shows that there is a mismatch between the “front-stage” and “back-stage” of the review process. Interestingly, criticism is aimed at the ideal image of scholarly practice rather than the actual review process.},
issn = {0031-3831}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahrenbyhanna_2025,
title = {Teaching materials in visual arts education–policy and traditions},
author = {Ahrenby, Hanna and Karlsson Häikiö, Tarja and Marklund, Frida},
year = {2025},
journal = {Scandinavian Journal of Educational Research},
doi = {10.1080/00313831.2025.2516854},
language = {eng},
publisher = {: Routledge},
keywords = {arts education; compulsory school; policy; textbooks; wpr-analysis},
abstract = {This article problematises the amendment of the Swedish Education Act using visual arts education as a case. In 2021, the Swedish government, on behalf of a Committé, released a report promoting publisher-produced teaching materials, e.g., to strengthen students’ access to publisher-produced teaching materials. Furthermore, equivalence is a central argument in the state report for using textbooks in all subjects. The state report has been analysed with policy analysis and the results show that teaching materials are promoted as an answer to declining school results, which is the problem represented to be. Traditionally, visual arts teachers produce their teaching materials. The authors agree that an image-based subject, such as visual arts, can benefit from using textbooks to a greater extent. However, the state report does not consider the unique characteristics of visual arts nor its deep-rooted traditions regarding image-making and art teachers’ professional autonomy.},
issn = {0031-3831}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_oljansemma_2025,
title = {Navigating ethical complexities in health education: exploring challenges in teaching food and health},
author = {Oljans, Emma and Quennerstedt, Mikael and Barker, Dean M. and Caldeborg, Annica and Varea, Valeria},
year = {2025},
journal = {Scandinavian Journal of Educational Research},
doi = {10.1080/00313831.2025.2600948},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {food; health education; ethical dilemmas; didactical strategies; immigrant students; samhällsvetenskap/humaniora; social sciences/humanities},
abstract = {Teaching food and health may be challenging, especially in classrooms where young people from different cultures, ethnicities, and religions meet. This article explores teachers' navigation of ethical complexities when teaching food and health in classrooms with immigrant students. Five didactical strategies were identified: (1) The educare strategy, (2) The tiptoeing strategy, (3) The collegial support strategy, (4) The intercultural strategy, and (5) The pluralistic strategy. These didactical strategies are embedded in various educational settings. Our results demonstrate that a further focus on ethical and intercultural competence should be carefully supported and implemented in teacher education and continual professional development programmes for teachers.},
issn = {0031-3831}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_naeslundlars_2009_1,
title = {The Young and the Other: Students´ Voices about Encounters with Faith},
author = {Naeslund, Lars},
year = {2009},
journal = {Religious education},
volume = {2},
number = {104},
pages = {166--196},
doi = {10.1080/00344080902794657},
language = {eng},
publisher = {Chicago, Ill. : Routledge},
keywords = {education},
abstract = {The impact of committed guests in Religious Education at school is focused in this study. Ten pupils (age 17) were sampled to contribute as informants in semi-structured interviews. The data consist of eight texts (interview excerpts), which are interpreted within a hermeneutic approach, specifically by taking the formal features into consideration (cf. Ricoeur), for example, the occurrence of negations. Some of the texts illuminate I-Thou relations (Buber), whereas other texts are interpreted in relation to the effect histories of certain conceptions (Gadamer).},
issn = {0034-4087}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonrune_2010,
title = {Education: A Forgotten Dimension of Church Identity?},
author = {Larsson, Rune},
year = {2010},
journal = {Religious Education},
volume = {5},
number = {105},
pages = {519--535},
doi = {10.1080/00344087.2010.516216},
language = {eng},
publisher = {: Routledge},
abstract = {In general churches talk a lot about the importance of education. At the same time their educational praxis is often fragmentized. The most crucial factor for this is a weak connection between the Church's identity and its activity. When this link is diffuse, different activities have a tendency to live their own lives. This article examines some basic official Church documents from half a dozen churches to find out how they express their identity and perform their educational task. From my Swedish landscape I have chosen five churches as well as two church families from the European neighborhood. The documents show divergent picturesfrom clear descriptions of education as a reflection of church identity, to a more or less independent activity. This is also demonstrated in the way the churches answer questions about teaching authorities, its nature and purpose, as well as who the learners are and the learning process.},
issn = {0034-4087}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_6,
title = {Climate Change in Religious Education and the Importance of Hope: A Systematic Review of International Journal Articles 2000–2022},
author = {Aldrin, Viktor},
year = {2024},
journal = {Religious education},
volume = {3},
number = {119},
pages = {3},
doi = {10.1080/00344087.2024.2340175},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {klimatkris; religionskunskap; praktisk teologi; hopp; systematisk litteraturstudie; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {The aim of this article is to conduct a systematic review of articles on climate change in religious education found through scholarly databases. Five database searches have been conducted, resulting in 49 academic journal articles. The results are categorized into studies that focus on theory and methodology, observations of existing practices, and quantitative studies on climate change. The key findings include the recognition of an environmental crisis and the cultivation of hope regarding climate change. It demonstrates that religious education can play a crucial role in schools by addressing climate anxiety and fostering hope for a brighter future.},
issn = {0034-4087}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgcaroline_2025,
title = {“Where is Jesus?” An Empirical Study Among Confirmed Youth in the Church of Sweden},
author = {Klintborg, Caroline},
year = {2025},
journal = {Religious education},
volume = {4},
number = {120},
pages = {347--357},
doi = {10.1080/00344087.2025.2523673},
language = {eng},
keywords = {church of sweden; confirmation; non-formal religious education; young adults},
abstract = {This article aims to discuss how young people in the Church of Sweden describe what they have learned and experienced during confirmation, using Gert Biesta’s educational framework: socialization, subjectification, and qualification. Interviews with 28 confirmands reveal that while confirmation fosters self-exploration and ethical discussions, integration into the broader church community is weak, and qualifying content is notably absent. Many confirmands struggle to articulate what they have learned about Christianity, raising concerns about long-term faith engagement. The study questions whether one can truly choose something without having a language to talk about it.},
issn = {0034-4087}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wiknbondeingrid_2010,
title = {Review of Sigrid Kupsch-Losereit: Vom Ausgangstext zum Zieltext. Eine Wegbeschreibung translatorischen Handelns. (Translationswissenschaftliche Bibliothek, Band 1). Berlin: SAXA Verlag. 2008},
author = {Wikén Bonde, Ingrid},
year = {2010},
journal = {Studia Neophilologica},
volume = {1},
number = {82},
pages = {145--151},
doi = {10.1080/00393271003795376},
language = {ger},
publisher = {: Informa UK Limited},
keywords = {übersetzungswissenschaft; übersetzungsdidaktik; other humanities and religion; didactic science for teachers and teaching professions; didaktik med inriktning mot lärararbete och lärarprofession},
issn = {0039-3274}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rooslena_2011,
title = {From holy groves to Holy Ghost: Role-playing and the study of religion},
author = {Roos, Lena},
year = {2011},
journal = {Studia Theologica},
volume = {1},
number = {65},
pages = {54--73},
doi = {10.1080/0039338X.2011.578370},
language = {eng},
keywords = {role-playing; middle ages},
abstract = {This article discusses different types of role-play and how they can be used in teaching religion in various settings. The connection between historical role-play and classroom discussion of contemporary questions of ethics and identity within the framework of Religious Education (RE) is also addressed.},
issn = {0039-338X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2021_1,
title = {Turning to practice in academic theology and religious studies: Research circles as an example},
author = {Löfstedt, Malin and Westerlund, Katarina},
year = {2021},
journal = {Studia Theologica},
volume = {1},
number = {75},
pages = {79--98},
doi = {10.1080/0039338X.2021.1917158},
language = {eng},
publisher = {: Taylor & Francis},
abstract = {This article takes as its starting point the changing cultural, social and academic landscape in Sweden which has created a need for new ways of teaching and doing research in theology and religious studies. Against this backdrop, the article explores concrete work with a research circle, at Uppsala University, with upper secondary religious education teachers, as a way of working closer to practice and thereby including non-academic actors in knowledge production. The research circle, as a form of action research, where a group of teachers formulate a problem or research questions built on actual research and challenges they have met in their practice, is described and preliminary results are elaborated. Furthermore, the article expands on the possibility of transferring the method of research circles into other areas within theology and religious studies. Finally, the feasibility of the method for transforming an academic discipline and renegotiating the understanding and role of theory and practice is explored. The article concludes that research circles offer an interesting and fruitful method, among others, that blurs the borders, not only between theory and practice, but also between research and education, and calls for a suitable practice theory.},
issn = {0039-338X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2015,
title = {History, nation and school inspections: the introduction of citizenship education in elementary schools in late nineteenth-century Sweden},
author = {Evertsson, Jakob},
year = {2015},
journal = {History of Education},
volume = {3},
number = {44},
pages = {259--273},
doi = {10.1080/0046760X.2014.1002018},
language = {eng},
keywords = {historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {It was in the late nineteenth century that teaching in Sweden?s elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education during this period. In Sweden, however, the practice of inspection has not been explored at any length. This article therefore considers the part played by school inspections in the implementation of a more extensive curriculum in Swedish elementary schools in the period 1860?1900, with a particular focus on the subject of history, using a study of inspection reports from the diocese of Uppsala. It is argued that school inspectors had a key role in initiating reform at the local level, but also that the move towards broader-based citizenship education was not a simple, straightforward process.},
issn = {0046-760X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norlinbjrn_2016,
title = {School jailhouse: discipline, space and the materiality of school morale in early-modern Sweden},
author = {Norlin, Björn},
year = {2016},
journal = {History of Education},
volume = {3},
number = {45},
pages = {263--284},
doi = {10.1080/0046760X.2015.1127433},
language = {eng},
keywords = {school jail; discipline; materiality; educational policy; space; historia med utbildningsvetenskaplig inriktning; history of education},
abstract = {This paper uses a specific phenomenon of early-modern education in Sweden, the school jail, as a point of departure for a broader analysis of educational policy in the areas of discipline and moral instruction. The paper demonstrates how the jail evolved as a part of a wider network of objects, pedagogical technologies and social routines in this area and how this gradually came to change. From being part of a disciplinary rationale leaning on public corporal punishment, the prison was successively set aside in favour of new symbolic and more productive forms of discipline. This process of modernisation also enforced spatial and material reconfigurations, as the classroom acquired a more prominent role as an arena for regulatory practice. The paper also suggests a shift of the general scope in formal policy from a religious frame of reference towards a more secular and independent positioning of schooling.},
issn = {0046-760X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sbergcecilia_2021,
title = {Ecologies and Technologies of Feminist Posthumanities},
author = {Åsberg, Cecilia},
year = {2021},
journal = {Women's Studies},
volume = {8},
number = {50},
pages = {857--862},
doi = {10.1080/00497878.2021.1981328},
language = {eng},
publisher = {: Routledge; Taylor & Francis},
keywords = {minor posthumanities; feminist posthumanities; environmental humanities; gender; more-than-human humanities; feminist theory},
abstract = {We are currently witnessing a genuine proliferation of new feminist or pro-feminist work on posthumanities, in art and research, in Sweden as in other corners of the world. What matters most to me as a feminist scholar is the synergy and new conversations within feminist theory, and what they can do. Reinventing the humanities today can no longer signify the relaunching of a school of thought, style, or theory with a hegemonic vocation. It must entail the very recomposition of disciplinarity, theory, and everyday doing. Feminist posthumanities testify not to any crisis of the content, rigor, or intellectual liveliness of the humanities and adjacent social sciences, but to its sociability in the more-than-human domains. Feminist posthumanities, with its mixed origin stories and foremothers, are to me the becoming minoritarian of collective academic insight, and it comes with both its perks (great networking, new experiences, fun, failures, and situated insights), and setbacks (this type of research is not easily funded, often short-lived, and project-based). It is needed more now than ever, as we need communities that work together, across the ecologies and technologies of the postnatural condition we often simply call the Anthropocene.},
issn = {0049-7878}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundchristofer_2018,
title = {“Forward to David the Builder!”: Georgia's (re)turn to language-centered nationalism},
author = {Berglund, Christofer},
year = {2018},
journal = {Nationalities Papers},
volume = {4},
number = {44},
pages = {522--542},
doi = {10.1080/00905992.2016.1142519},
language = {eng},
publisher = {: Cambridge University Press (CUP)},
keywords = {georgia; nationalism; minorities; language; matched-guise experiment; statskunskap},
abstract = {After the Rose Revolution, President Saakashvili tried to move away from the exclusionary nationalism of the past, which had poisoned relations between Georgians and their Armenian and Azerbaijani compatriots. His government instead sought to foster an inclusionary nationalism, wherein belonging was contingent upon speaking the state language and all Georgian speakers, irrespective of origin, were to be equals. This article examines this nation-building project from a top-down and bottom-up lens. I first argue that state officials took rigorous steps to signal that Georgian-speaking minorities were part of the national fabric, but failed to abolish religious and historical barriers to their inclusion. I next utilize a large-scale, matched-guise experiment (n = 792) to explore if adolescent Georgians ostracize Georgian-speaking minorities or embrace them as their peers. I find that the upcoming generation of Georgians harbor attitudes in line with Saakashvili's language-centered nationalism, and that current Georgian nationalism therefore is more inclusionary than previous research, or Georgia's tumultuous past, would lead us to believe.},
issn = {0090-5992}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jakobssonniklas_2013,
title = {Attitudes Toward Same-Sex Marriage: The Case of Scandinavia},
author = {Jakobsson, Niklas and Kotsadam, Andreas and Støre, Siri Jakobsson},
year = {2013},
journal = {Journal of Homosexuality},
volume = {9},
number = {60},
pages = {1349--1360},
doi = {10.1080/00918369.2013.806191},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {attitudes; gay marriage; norms; public opinion; same-sex marriage; public-opinion; gay rights; prostitution; validation; religion; norway; sweden; states; scale},
abstract = {The purpose of this study was to examine the variables that explain attitudes toward same-sex marriage. Using recently collected Scandinavian data (from Norway and Sweden) with a high response rate, this study shows that gender, regular participation in religious activities, political ideology, education, whether the respondent lived in the capital city, and attitudes toward gender equality were important for attitudes toward same-sex marriage. Age and income were not important for attitudes toward same-sex marriage. Although both Norwegians and Swedes clearly favor same-sex marriage, Swedes are significantly more positive than Norwegians.},
issn = {0091-8369}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2010,
title = {Divisions, diversity and educational directives: IRE teachers' didactic choices in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2010},
journal = {British Journal of Religious Education},
volume = {3},
number = {32},
pages = {245--258},
doi = {10.1080/01416200.2010.498610},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {islam; islamic religious education; kisumu; kenya; islamology; islamologi; study of religions; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The present article focuses on the choices teachers make when teaching Islamic religious education (IRE) in the town of Kisumu, Kenya. The data were collected through interviews with IRE teachers and participant observations in schools that offered IRE during several fieldwork sessions in the period 2003-2006. The fieldwork revealed that the choices teachers made were related to social and religious contexts both inside and outside the school setting and also the more immediate contexts of the teaching-learning situation. Most clearly, the choices were influenced by the fact that IRE is an examinable subject in a larger educational system. This article claims that an alternation between a confessional education into Islam and a more fact-oriented education about Islam was a strategy used by some teachers balancing between competing demands posed by the educational system, students, parents and the surrounding local society.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2012,
title = {Voices from South and North in dialogue: on diversity and education for the future},
author = {Sporre, Karin},
year = {2012},
journal = {British Journal of Religious Education},
volume = {1},
number = {34},
pages = {87--100},
doi = {10.1080/01416200.2011.601899},
language = {eng},
publisher = {Abingdon : Routledge},
keywords = {diversity; south–north dialogue; gender; global citizenship education},
abstract = {In this article texts by scholars from South Africa, Sweden and Great Britain are analysed. They contributed as invited speakers to a conference in Sweden in 2009 on changing societies, values, religions and education. Here a South–North dialogue on diversity and the future of education is constructed through the way their conference contributions are presented and analysed. Democracy and gender also appear as crucial themes. Out of the original 12 keynote contributions to the conference a selection is made, meaning that seven of them are focused on. What can be observed is (a) that the contributors from South Africa connect diversity and social justice; (b) that the gender researchers critically discuss the risks of the North imposing its theoretical framework on the South and search for ways out of that and (c) a preoccupation with a renewal of education recognising diversity but also looking for what could come beyond such an emphasis and form a common ground. The article constitutes an example of shared knowledge production where South and North meet. Conditions for that are critically reflected upon methodologically.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2011_4,
title = {Hegemonic speech genres of classrooms and their importance for RE learning},
author = {Osbeck, Christina and Lied, Sidsel},
year = {2011},
journal = {British Journal of Religious Education},
volume = {2},
number = {34},
pages = {155--168},
doi = {10.1080/01416200.2011.628194},
language = {eng},
publisher = {New York : Taylor & Francis Group},
keywords = {speech genre; position; positioning; discursive practice; religion and beliefs; education; classroom; sociocultural theory},
abstract = {The purpose of this article is to illustrate how potential learning is related to hegemonic speech genres. This we do through examples from two religious education (RE) classrooms, one Norwegian and one Swedish. By presenting important dimensions of speech genres used in RE classrooms, the article also contributes to developing theory. The theoretical perspectives in use are drawn from sociocultural theory. The Bakhtinian concept of speech genre is the central one, but positions, positioning and discursive practice and its institutional framing are highlighted too. Methodologically the article starts with the theoretical perspectives and uses data from a case study to illustrate the importance of these perspectives in understanding constructions of potential learning in RE classrooms. Besides demonstrating the importance of these theoretical perspectives, the article shows how the potential learning of the RE classroom is related to the teachers’ positioning along a pupil–content axis and to the character of the speech genres where two dimensions seem of special importance: how religion is valued (respectfully – mockingly) and how the borders of religions and beliefs are to be understood (fixed – open).},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2012_2,
title = {Religious Education and Intercultural Understanding: Exploring the role of religiosity for upper secondary school students' attitudes towards RE},
author = {Sjöborg, Anders},
year = {2012},
journal = {British Journal of Religious Education},
volume = {1},
number = {35},
pages = {36--54},
doi = {10.1080/01416200.2012.717015},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {attitudes; religion; religious education; socialization; secularization; pupils; upper secondary education; religionssociologi; sociology of religion},
abstract = {Recent studies show that Religious Education (RE) may play an important role for teaching intercultural understanding in many Western societies facing increased cultural and religious pluralism. Quantitative and qualitative research have however failed to examine what role the religiosity of the students plays in their attitudes towards RE. A nationally representative Swedish sample of 1850 students answered a classroom questionnaire. The main result was that, when controlling for background variables such as gender, foreign background, parents’ education level, and study program, the student’s religiosity had a significant effect on their attitudes towards a) existential issues, b) preferences on what to study in RE, as well as c) incentives for studying RE. Regression analyses demonstrated that by entering individual’s religiosity into the model the effect of foreign background was suspended in 11 of 14 cases. In order to understand the attitude towards RE it is useful to include the student’s religiosity. As a consequence, this article argues that in order to reach the citizenship goals of educating for intercultural understanding in RE, the subject should be developed to reach male students, students with parents with lower levels of education, students in vocational study programs, and students who are not religious.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2013_1,
title = {An Ethographic Eye on religion in Everyday life},
author = {Berglund, Jenny},
year = {2013},
journal = {British Journal of Religious Education},
volume = {1},
number = {36},
pages = {39--52},
doi = {10.1080/01416200.2013.820167},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {religious education; ethnography; islam; didactics of the study of religion; halal slaughter; mawlid},
abstract = {There are many pitfalls associated with teaching about religions. Onesuch pitfall entails the risk of presenting religions as stereotypicalmonolithic systems; that is, all who belong to a particular religioustradition think and act in the same way. I like to call this sort ofstereotyping the ‘robotic tendency’ because it has a habit of reducingpractitioners to robot-like beings that uniformly perform identicalactions. This article concerns how the adoption of what I have termedan ‘ethnographic eye’ can help educators to avoid both unfortunatestereotypes and the robotic tendency when teaching about religions.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2013_2,
title = {Swedish religious education at the end of the 1960s: Classroom observations, early video ethnography and the national curriculum of 1962},
author = {Kittelmann Flensner, Karin and Larsson, Göran},
year = {2013},
journal = {British Journal of Religious Education},
volume = {2},
number = {36},
pages = {202--217},
doi = {10.1080/01416200.2013.830961},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {christian religious education (cre); classroom observations; curriculum (lgr 62); history of re in sweden; religious education (re); sweden; video ethnography; pedagogics; re; curriculum of 1962},
abstract = {The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12-13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result-not surprisingly, as the teachers knew that they were being filmed-is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom. © 2013 Christian Education.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2014_4,
title = {Teaching Orthodox religious education on the border},
author = {Berglund, Jenny},
year = {2014},
journal = {British Journal of Religious Education},
volume = {3},
number = {36},
pages = {282--297},
doi = {10.1080/01416200.2014.902805},
language = {eng},
publisher = {: Routledge},
keywords = {religious tradition; orthodox religious education; finland; minority; citizenship; historical studies; historiska studier; östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic-Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2014_11,
title = {Critical religious education: highlighting religious truth-claims in non-confessional educational contexts},
author = {Franck, Olof},
year = {2014},
journal = {British Journal of Religious Education},
volume = {3},
number = {37},
pages = {225--239},
doi = {10.1080/01416200.2014.940845},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; truth; realism},
abstract = {In this article, a religious education, which combines a respect for relevant critical demands, when analysing religious truth-claims, and a sensitivity to the need to avoid unwarranted criteriological constraints in the analysing process, is examined. Starting with an analytical comment upon Andrew Wright’s critical realist approach in terms of a ‘pursuit of truth’, the question of how to motivate epistemological analyses within religious education is raised and discussed with reference to three relevant sceptical arguments. These arguments are made objects of critical comments, and an illustration of pedagogical and methodological consequences is presented with reference to the new syllabuses for religious education in Sweden. Finally, a constructive re-interpretation of Wright’s approach is elaborated, and a critical position in relation to it is outlined.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2014_2,
title = {Religions constructed as similar or different by teachers of religious education from a citizenship education perspective},
author = {Liljestrand, Johan},
year = {2014},
journal = {British Journal of Religious Education},
volume = {3},
number = {37},
pages = {240--255},
doi = {10.1080/01416200.2014.944094},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {swedish re teachers; relations between religions; educating citizens; interviews},
abstract = {The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n = 7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m = 3; f = 4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbromssenkerstin_2015,
title = {Religious education at schools in Europe. Part 3: Northern Europe},
author = {von Bromssen, Kerstin},
year = {2015},
journal = {British Journal of Religious Education},
volume = {1},
number = {38},
pages = {104--106},
doi = {10.1080/01416200.2015.1110970},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious studies and theology; education},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2015_2,
title = {Religious education at schools in Europe. part 3, Northern Europe: Rothgangel, Martin, Skeie, Geir & Jäggle, Martin (eds.).Göttingen: V & R Unipress, 2014},
author = {von Brömssen, Kerstin},
year = {2015},
journal = {British Journal of Religious Education},
volume = {1},
number = {38},
pages = {104--106},
doi = {10.1080/01416200.2015.1110970},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; europe; educational science},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2016_1,
title = {Impartial teachers in religious education - a perspective from a Norwegian context},
author = {Skeie, Geir},
year = {2016},
journal = {British Journal of Religious Education},
volume = {1},
number = {39},
pages = {25--39},
doi = {10.1080/01416200.2016.1149047},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {norway; impartiality; neutrality; teacher-training; religion; education; policy; practice},
abstract = {The debate about Norwegian religious education, since the change towards a more multi-faith and non-confessional school subject in 1997, has often touched upon issues of impartiality, using concepts such as neutral, objective, descriptive, critical and pluralistic. Still, international Human Rights bodies have criticised Norwegian regulations for religious education and by this contributed to change of both curriculum and practice. This makes the Norwegian example interesting from an international perspective. The national debates are, however, complex and sometimes confusing. Sometimes legal and educational perspectives on religious education may seem to be incommensurable, and also pedagogical, academic and even epistemological traditions differ. The article analyses and discusses Norwegian public debate as well as religious education research in order to approach general issues of impartiality and neutrality in non-confessional religious education. It argues that these issues should be contextualised both on a national and sub-national level and discusses what this means for the work in classrooms. Research suggests that teachers struggle with complex issues related to partiality and impartiality in their teaching; but that they have little opportunity to discuss their experiences. The debate about principles therefore needs to be accompanied by more cooperation between researchers and teachers in developing good teaching and learning.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2016_1,
title = {Teaching inclusive religious education impartially: an English perspective},
author = {Jackson, Robert and Everington, Judith},
year = {2016},
journal = {British Journal of Religious Education},
volume = {1},
number = {39},
pages = {7--24},
doi = {10.1080/01416200.2016.1165184},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {impartiality; inclusive religious education; hermeneutical approach; teachers of religious education; teacher education},
abstract = {The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils' personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers' knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teachers with very firmly held views find it very difficult to adopt an impartial approach. On the basis of examples from qualitative research, it is argued that good quality teacher education can assist in developing appropriate skills and attitudes for those wishing to take an impartial approach. Further research, ideally involving partnership between researchers and practitioners, is recommended.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2017,
title = {Language matters: gendering Religious Education teaching},
author = {Bergdahl, Lovisa},
year = {2017},
journal = {British Journal of Religious Education},
volume = {3},
number = {40},
pages = {317--326},
doi = {10.1080/01416200.2017.1324759},
language = {eng},
publisher = {: Routledge},
keywords = {feminine; feminist philosophy; gender; masculine; religious education},
abstract = {Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2017_3,
title = {Knowledge development of tweens in RE – the importance of school class and communication},
author = {Osbeck, Christina},
year = {2017},
journal = {British Journal of Religious Education},
volume = {3},
number = {41},
pages = {247--260},
doi = {10.1080/01416200.2017.1361379},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {middle school; pupil perspectives; re knowledge; test},
abstract = {This article draws on empirical findings from an religious education (RE) test done by 52 pupils in three different classes on two occasions at the beginning and end of the 2011/2012 academic year. The purpose is to examine whether RE knowledge development can be identified generally, whether there are differences between classes, and if so whether they can be related to communication patterns and describe directions of knowledge development within RE. A sociocultural perspective on learning is used, stressing the importance of communication and the discursive practices the individual is a part of for what is learnt. The findings show that RE developments over the course of the academic year can be identified in all three classes, and that there are differences among the classes in both achievement levels and developments, indicating variety in the degree to which the discursive practices of the classes facilitate RE learning. Among the individual communicative factors, ‘asking questions’ when one is curious or does not understand shows to be one important factor. The greatest developments seem to be among less complex and learning-about forms of RE knowledge.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brobergmaximilian_2017,
title = {The Use of Teaching Materials in Religious Education in Sweden: A quantitative analysis of Swedish religious education teachers' reported use of teaching materials in RE classrooms},
author = {Broberg, Maximilian},
year = {2017},
journal = {British Journal of Religious Education},
volume = {1},
number = {42},
pages = {45--55},
doi = {10.1080/01416200.2017.1405795},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; religious socialisation; teachers; teaching materials; sociology of religion; religionssociologi},
abstract = {Recent studies show that religious education (RE) and various media outlets serve as increasingly important arenas for religious socialisation among Swedish youths. At the same time it has been shown that media material, for example in the form of various news media, often make their way into RE classrooms to be used as materials alongside the more traditional textbooks. However, little quantitative research has been conducted in order to map RE teachers’ selection and use of materials in their classrooms, and what factors are involved in this selection. A nationally representative survey among 1292 RE teachers was conducted, and the results clearly show that textbooks are the most popular form of material, followed by pictures, sacred texts, documentaries, television news and news articles. Out of the relevant background variables it was primarily school form, age, gender and religiosity that seemed to influence the teachers’ choices of material. The author concludes that familiarity with a certain form of material through personal experiences is a likely explanation for many of the correlations found, and that further research is needed in order to explore the potential complexities that arise in the juxtaposition of classroom and media logics.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2018_5,
title = {Existential configurations: a way to conceptualise people’s meaning-making},
author = {Gustavsson, Caroline},
year = {2018},
journal = {British Journal of Religious Education},
volume = {1},
number = {42},
pages = {25--35},
doi = {10.1080/01416200.2018.1556598},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {existential configuration; outlook on life; world views; worldviews},
abstract = {This paper introduces existential configuration as a concept possibly used to describe, talk about and discuss peoples’ meaning-making, not least in religious education classrooms. The article builds on an interview study of 21 Swedish young adults from 19 to 29 years of age. Many of these young adults displayed complex methods of meaning-making that challenge some established ways of conceptualising it. Findings showed that the young adults did not all share a single political, philosophical or religious outlook on life. Some had religious beliefs and some did not, but this does not mean that the latter group did not interpret and/or desire to understand their existence. The article argues that a person having any specific outlook on life cannot be assumed if the concept is understood as a cognitive decision in relation to life questions. Based on analysis of empirical material, the article suggests the concept of existential configuration as an alternative way to conceptualise people’s meaning-making. Concepts suggested here are potentially of value for religious educators in helping open classroom dialogue on issues of existential meaning and for enabling deeper understanding of how individuals interpret and understand life in relation to others.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_carlssondavid_2018_2,
title = {Representation and safe space: conflicting discourses in RE teacher education supervision},
author = {Carlsson, David},
year = {2018},
journal = {British Journal of Religious Education},
volume = {1},
number = {42},
pages = {36--44},
doi = {10.1080/01416200.2018.1556600},
language = {eng},
publisher = {: Routledge},
keywords = {religious education; representation; safe space; supervision; innovative learning; innovativt lärande},
abstract = {This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants–student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_reimerseva_2019,
title = {Secularism and religious traditions in non-confessional Swedish preschools: entanglements of religion and cultural heritage},
author = {Reimers, Eva},
year = {2019},
journal = {British Journal of Religious Education},
volume = {3},
number = {42},
pages = {275--284},
doi = {10.1080/01416200.2019.1569501},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {cultural heritage; preschool education; secularism},
abstract = {© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Swedish preschools are supposed to be non-confessional. At the same time, they are supposed to pass on a cultural heritage of a nation where the Lutheran Church has permeated society for centuries. Based on a study of traditions and religion in Swedish preschools, this article describes and discusses how preschools work with religion as an aspect of cultural heritage and as regularly occurring activities and themes during the preschool year. The empirical data consist of a survey about traditions in preschools, video ethnography in two preschools, and group interviews with preschool staff. The article centres around the question of how a cultural heritage is passed on without simultaneously passing on religion. Although the data show that all preschools have special activities in relation to Christmas and Easter, it also demonstrate a reluctance to speak to the children about what the teachers understand as religion. Drawing on the notion of secularism and Smart’s dimensions of religion, the article shows, on the one hand, the difficulty of emptying religious practices of religion, and on the other hand, the difficulty of reducing religion to only one dimension. As a social phenomenon, religion is complex, contingent, and multidimensional.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliam_2020_1,
title = {Decolonising the religious education curriculum},
author = {Gearon, Liam and Kuusisto, Arniika and Matemba, Yonah and Benjamin, Saija and Du Preez, Petro and Koirikivi, Pia and Simmonds, Shan},
year = {2020},
journal = {British Journal of Religious Education},
volume = {1},
number = {43},
pages = {1--8},
doi = {10.1080/01416200.2020.1819734},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {postcolonial; curriculum; religious education; theory; research; practice; child and youth studies with focus on educational science; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2022,
title = {A secular Advent. waiting for Christmas in Swedish preschools},
author = {Puskás, Tünde and Andersson, Anita},
year = {2022},
journal = {British Journal of Religious Education},
volume = {2},
number = {45},
pages = {100--111},
doi = {10.1080/01416200.2022.2035678},
language = {eng},
publisher = {: Routledge; Taylor & Francis},
keywords = {swedish preschool education; advent; banal religion; banal nationalism; dimensions of worldviews},
abstract = {Swedish preschool education is, by law, non-confessional. Yet, it is also an educational context within which most children aged 1-5 encounter traditions that carry Christian connotations. This paper explores how two Swedish preschools maintain a balance between keeping education non-confessional and paying attention to the traditions that are associated with the preparation for and celebration of Christmas - Advent. The data consist of ten videotaped observations from two preschools. The data was thematised with the help of Ninian Smarts dimensions of religious and secular worldviews. This way, we could show that the different traditions the two preschools were engaged in during the four weeks before Christmas contributed to a banal reproduction of a holiday season with roots in Lutheran Christianity. At the same time, the preschools contributed to a (re)production of traditions that evoke a national imaginery. Our results show that Advent in Swedish preschools is characterised as a non-confessional task for the institution. Thus, the principle of non-confessionality lives side by side with a banal national religion. Thereby, the Swedish preschool plays an integral part in the banal reproduction of a Swedishness that includes Lutheran Christianity.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2023,
title = {Teachers’ perspectives on ethics education – expressed as opportunities and challenges},
author = {Lilja, Annika and Franck, Olof and Osbeck, Christina and Sporre, Karin and Lifmark, David and Lyngfelt, Anna},
year = {2023},
journal = {British Journal of Religious Education},
volume = {3},
number = {45},
pages = {240--250},
doi = {10.1080/01416200.2023.2201661},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {ethics education; teachers’ perspectives; multidimensional ethical competence; etikundervisning; lärares perspektiv; multidimensionell etisk kompetens},
abstract = {In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations,in other words, an education that develops a multidimensional ethical competence.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jonbckfrancis_2023,
title = {Between Belief and Disbelief, Between Religion and Secularity: Introducing Non-Doxasticism and Semi-Secularity in Worldview Education},
author = {Jonbäck, Francis and Palmqvist, Carl-Johan},
year = {2023},
journal = {British Journal of Religious Education},
volume = {2},
number = {46},
pages = {109--121},
doi = {10.1080/01416200.2023.2286184},
language = {eng},
publisher = {: Routledge},
keywords = {non-doxasticism},
abstract = {In order to include all outlooks and perspectives on the world prevalent in contemporary society, countries like Sweden have replaced traditional religious education with worldview education. However, current worldview theory fails to make justice to two important facts concerning the contemporary religious landscape. Firstly, a great many people are semi-secular rather than traditional believers or atheists. Secondly, many have non-doxastic attitudes such as hope or acceptance instead of belief. We therefore suggest that worldview education needs to include semi-secularity, and that it needs to clearly separate the content of a worldview from the variety of epistemic attitudes a person might have towards that content.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_reimerseva_2024_1,
title = {Sex education and religion - resistance and possibilities},
author = {Reimers, Eva},
year = {2024},
journal = {British Journal of Religious Education},
volume = {1},
number = {47},
pages = {52--62},
doi = {10.1080/01416200.2024.2336533},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {sex education; sex and religion; definitions of religion; secularism},
abstract = {Starting with the question of why there is so much religiously motivated resistance against compulsory sex education, this article explores and discusses entanglements of norms about sexuality, gender, and religion in education. Based on predominantly Swedish data, the aim of the paper is to offer perspectives on connections between religiosity and discourses about sexuality. The first part centres around religious resistance against compulsory sex education. The second part draws on phenomenology of religions to explore roots for this religiously motivated resistance. In the third part, the perspective is reversed, discussing how and why secular education dismisses religious perspectives and values. The conclusion is that awareness of how arguments are based on differing presumptions about religion offers opportunities for dialogue, and that considering human existence as vulnerable, interdependent, and responsible might be a valuable religious contribution to sex education.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2024_2,
title = {Whose Christianity? The influence of a majority culture in Swedish textbooks},
author = {Liljestrand, Johan and Carlsson, David and Jonsson, Linda and Thalén, Peder},
year = {2024},
journal = {British Journal of Religious Education},
volume = {2},
number = {47},
pages = {171--181},
doi = {10.1080/01416200.2024.2369283},
language = {eng},
publisher = {: Routledge},
keywords = {christianity; plural society; social cohesion; textbooks},
abstract = {Christian plurality is challenging for a religious education teacher in a classroom of students with different orientations of Christianity, not least due to immigration. As Christianity represents an essential component of the majority culture in many European countries, in this study we examine how it is represented in religious education textbooks used in upper secondary schools in Sweden. The purpose is to examine how liberal Christianity is shaped in the textbooks and the possible implications for educating citizens in a plural society. The selection of books is based on those used by religious education teachers in Sweden. The results show a tendency towards a modernised liberal Christianity, the implications of which are discussed in relation to the significance of religions and worldviews in education for social cohesion.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hessmary_2024,
title = {Genders, Sexualities and Religious Education},
author = {Hess, Mary and Matemba, Yonah Hisbon and Segobye, Alinah and Sporre, Karin},
year = {2024},
journal = {British Journal of Religious Education},
volume = {1},
number = {47},
pages = {1--4},
doi = {10.1080/01416200.2025.2441609},
language = {eng},
publisher = {: Routledge},
keywords = {religious education; genders; sexualities; lgbtqia++; religionsdidaktik; hbtqi+},
abstract = {Today, issues of genders and sexualities are contested, in the Global South as well as the Global North.Being inextricably interwoven with cultural practices, social attitudes, political ideologies andreligious convictions, in education issues of genders and sexualities, needs clarification, critical examination and considered debates. Evidently, matters of genders and sexualities have strong repercussions on the perceived possibilities available for human beings’ identity formation, as well as other life opportunities. The issues at stake for work, education, community and love require our serious consideration as Religious Education researchers and educators. In many socio-cultural settings in which Religious Education is offered as a school subject, human sexuality and identifications of gender have become matters of human rights too with wider implications for schooling andsociety.Gender, sexuality, identity, and faith are words with varied and often highly disputed meanings connected to them. This is especially more so today, when digital technologies increasingly float meanings across cultures.In the call for papers for this Special Issue, entitled Genders, Sexualities and Religious Education: Theory, Policy and Practice, we deliberately chose to put the concepts ‘genders’and ‘sexualities’ in the plural. Our intention in doing this was to give researchers freedom to address the issues in multifaceted ways. We wanted to allow for a richness of perspectives for researchers to demonstrate variations in terms of local conditions, culturally, politically, and religiously, for what can and is being done in Religious Education on these contested issues.The seven articles presented in this Special Issue do provide variations regarding theoretical perspectives, policy directions, practices, and geographical socio-cultural contexts, as well as raisingseveral matters of principle.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2026,
title = {Bridging the divide: casuistry and the integration of religious and philosophical ethics in RE},
author = {Lindström, Niclas},
year = {2026},
journal = {British Journal of Religious Education},
doi = {10.1080/01416200.2026.2614594},
language = {eng},
publisher = {: Routledge},
keywords = {casuistry; religious ethics; philosophical ethics; moral education; ethics education; teacher educatioon},
abstract = {Religious traditions encompass integrated norms and values that shape individual and societal life, often expressed through beliefs and behaviours with moral and ethical implications. In Swedish schools, however, the treatment of these normative dimensions in non-confessional religious education has been widely criticised. Studies point to three core issues: a lack of theoretical grounding in moral discussions, a disconnection between ethical content and religious worldviews, and reliance on the reductive World Religions Paradigm. This paper explores these challenges as arising from the intersection of religious education and philosophy, particularly the tension between the lived realities of religious traditions and abstract ethical theories. Inspired by a reflective practitioner methodology, I explore casuistry—an ethical approach grounded in practical cases and narratives—as an alternative pedagogical model. Casuistry respects the internal complexity and interpretive richness of religious traditions while facilitating analytic and structured ethical reasoning. By integrating narrative-based moral deliberation into religious education, this approach can address key shortcomings in current curricula and foster deeper ethical engagement without reducing religious ethics to simplified philosophical categories.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_naeslundlars_2009_2,
title = {Faces of Faith: reflections on examples of plurality in a Swedish RE classroom},
author = {Naeslund, Lars},
year = {2009},
journal = {British Journal of Religious Education},
volume = {3},
number = {31},
pages = {227--239},
doi = {10.1080/01416200903112326},
language = {eng},
publisher = {London : Christian Education Movement},
keywords = {plurality; polyphony; authority; zeitgeist; religious education; education},
abstract = {This article illuminates how religious education worked when students posed questions to believing guests in a Swedish upper secondary classroom, which was homogeneous concerning ethnic origin. The guests invited to school represented four religious traditions but they also represented themselves. Their messages, as well as the questions posed by students, were very different from each other, which is interesting in relation to the discourse of plurality. Plurality of faith in this case is discussed in relation to pre-modern, modern and post-modern conditions.},
issn = {0141-6200}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2024_1,
title = {Conserving liberalism within values education},
author = {Norgren Hansson, Mimmi},
year = {2024},
journal = {British Journal of Sociology of Education},
volume = {1},
number = {46},
pages = {167--182},
doi = {10.1080/01425692.2024.2433007},
language = {eng},
publisher = {Abingdon : Routledge},
keywords = {values education; liberal education; conservative education; societal values; moral education; education},
abstract = {This article underscores the importance of contextualization when analysing values education. The interplay between societal values and those imparted within an educational context significantly affect the interpretation and comprehension of values education. To address this concern, I strategically position sociologist Tiffany Mary Jones framework, ‘The Four Orientations Framework,’ within Swedish context. The critical examination of Jones’ framework and subsequent applications, reveals that these approaches do not fully capture the complex relationship between societal values and values education. Thereafter, three constructive conclusions emerge in response to this initial critique. Firstly, an argument arises for untangling values from function during the analysis of values education. Second, the function of values education is determined by the relation between societal values and the values conveyed within education. Lastly, I emphasize the importance of recognizing and navigating dissonance within and between different value systems.},
issn = {0142-5692}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2011_1,
title = {Global questions in the classroom: The formulation of Islamic religious education at Muslim schools in Sweden},
author = {Berglund, Jenny},
year = {2011},
journal = {Discourse. Studies in the Cultural Politics of Education},
volume = {4},
number = {32},
pages = {497--512},
doi = {10.1080/01596306.2011.601549},
language = {eng},
publisher = {London : Routledge},
keywords = {muslim schools; islamic religious education; interpretations of islam},
abstract = {This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.},
issn = {0159-6306}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_holmnjanne_2020,
title = {Perception of the Baltic Sea and Mediterranean regions among secondary school students},
author = {Holmén, Janne},
year = {2020},
journal = {Journal of Baltic Studies},
volume = {4},
number = {51},
pages = {513--531},
doi = {10.1080/01629778.2020.1810723},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {attractiveness; macroregions; mediterranean; baltic sea; north–south dichotomy; regional stereotypes; mental maps; imagology; geography; geografi; östersjö- och östeuropaforskning},
abstract = {Surveys were conducted in ten schools: five in locations around the Baltic Sea and five around the Mediterranean. Students were asked to delimit the two regions on a map of Europe, the Middle East, and North Africa, to assess how much they would like to live in each region, and to write down the advantages and disadvantages associated with living in each region. Students tended to describe the two regions in terms of a North–South dichotomy, describing the Baltic Sea region as cerebral, advanced, and wealthy, while culture, food, and climate were described as advantages of the Mediterranean region.},
issn = {0162-9778}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2016_11,
title = {Challenging the concept of ethical literacy within Education for Sustainable Development (ESD): storytelling as a method within sustainability didactics},
author = {Franck, Olof and Osbeck, Christina},
year = {2016},
journal = {Education 3 - 13: International Journal of Primary, Elementary and Early Years Education},
volume = {2},
number = {46},
pages = {133--142},
doi = {10.1080/03004279.2016.1201690},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {ethical literacy; children’s books; esd},
abstract = {Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity.},
issn = {0300-4279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2017_1,
title = {Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views},
author = {Lilja, Annika and Franck, Olof and Osbeck, Christina and Sporre, Karin},
year = {2017},
journal = {Education 3-13},
volume = {5},
number = {46},
pages = {506--516},
doi = {10.1080/03004279.2017.1284249},
language = {eng},
publisher = {: Routledge},
keywords = {ethical competence; re; policy documents; teacher interviews},
abstract = {The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.},
issn = {0300-4279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2021,
title = {Primary school pupils learning through haptics at historical sites},
author = {Ludvigsson, David and Stolare, Martin and Trenter, Cecilia},
year = {2021},
journal = {Education 3-13},
volume = {5},
number = {50},
pages = {684--695},
doi = {10.1080/03004279.2021.1899260},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {haptics; historical sites; history education; primary school; pupils},
abstract = {Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.},
issn = {0300-4279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2023_1,
title = {Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education},
author = {Lilja, Annika and Lifmark, David and Osbeck, Christina and Sporre, Karin and Franck, Olof and Lyngfelt, Anna},
year = {2023},
journal = {Education 3-13},
volume = {3},
number = {53},
pages = {456--468},
doi = {10.1080/03004279.2023.2205428},
language = {eng},
publisher = {: Routledge},
keywords = {multidimensional ethical competence; ethics education; ethical development; fiction stories; mångdimensionell etisk kompetens; etikundervisning; moralutveckling; skönlitterära berättelser},
abstract = {Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.},
issn = {0300-4279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2017,
title = {Secular normativity and the religification of Muslims in Swedish public schooling},
author = {Berglund, Jenny},
year = {2017},
journal = {Oxford Review of Education},
volume = {5},
number = {43},
pages = {524--535},
doi = {10.1080/03054985.2017.1352349},
language = {eng},
publisher = {: Routledge},
keywords = {islamic education; quran education; sweden; identity economics; historical studies; historiska studier},
abstract = {This article suggests that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education. It is based on interviews with 20 Muslim students in Sweden who reflected on their experiences of attending supplementary Islamic education in parallel to their secular schooling. Despite the variety of Islamic education reported by the students, they all held in common that they had learned to read and memorise the Quran as part of their Islamic education. A majority of the students reported that they avoid mentioning their Islamic education classes and their memorisation skills in secular schools since the reaction of teachers has proved to be negative. Those who mentioned that they attended supplementary religious education classes were immediately classified as ‘too religious’, a category that most wanted to avoid. The article shows that to memorise a sacred text stands in stark contrast to much of the educational ideals that prevail in Swedish modern schooling, where a discourse of secular normativity prevails. By using an identity economics model I show that what is perceived as prestigious and rewarding in the Muslim context risks being turned into a cost in the setting of a secular school.},
issn = {0305-4985}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2019,
title = {Understanding, acting, verbalizing and persevering - Swedish teachers' perspectives on important ethical competences for students},
author = {Lilja, Annika and Osbeck, Christina},
year = {2019},
journal = {Journal of Moral Education},
volume = {4},
number = {49},
pages = {512--528},
doi = {10.1080/03057240.2019.1678462},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {ethical competence; teachers’ perspectives; ethical voices; compulsory school},
abstract = {The delicate question of teaching ethics in compulsory school regained urgency in Sweden in 2013 when national tests were introduced in religious education, of which ethics is a part. In this article, a variety of ethical competences that teachers want their students to develop are presented, based on group interviews with 46 teachers. Grounded theory analyses show four main categories of ethical competence—to understand, to act, to verbalize and to persevere—which furthermore differ in what they are being directed towards. In addition, the categories are interpreted in relation to the ethical voices of Benhabib, Nussbaum, Løgstrup and Singer. The study shows that teachers view ethical competence as a combination of specific competences and certain directions that these competences work in defence of, indicating a broader perspective than the one shown in the national syllabus, which in turn supports previous research emphasizing teachers’ nuanced understanding of ethical concepts.},
issn = {0305-7240}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lyngfeltanna_2023_1,
title = {Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education},
author = {Lyngfelt, Anna and Sporre, Karin and Lifmark, David and Lilja, Annika and Osbeck, Christina and Franck, Olof},
year = {2023},
journal = {Cambridge Journal of Education},
volume = {1},
number = {53},
pages = {63--77},
doi = {10.1080/0305764X.2022.2075323},
language = {eng},
keywords = {children’s literature; youth literature; ethics education; play research; compulsory school; teachers’ beliefs},
abstract = {The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers interviewed consider fiction to be useful for evoking thoughts about how something could have turned out, in situations that are morally complex? What makes compassion grow within human beings are linked in this article to the concepts as is and as if in play research (cf). Analytical tools are developed and used to explain how, and why, the use of literature is suitable for work with ethics in compulsory school.},
issn = {0305-764X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_parkerjenkinsmarie_2016,
title = {Education for the other: policy and provision for Muslim children in the UK and Swedish education systems},
author = {Parker-Jenkins, Marie and Francia, Guadalupe and Edling, Silvia},
year = {2016},
journal = {Compare},
volume = {2},
number = {47},
pages = {257--270},
doi = {10.1080/03057925.2016.1168282},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {united kingdom; sweden; education policy; muslim; innovative learning},
abstract = {Metrics Reprints & Permissions PDFAbstractThe European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.},
issn = {0305-7925}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olssonerikj_2023,
title = {Academic Freedom and the Decolonisation of Knowledge: Curriculum Transformation in South Africa from a UNESCO Perspective},
author = {Olsson, Erik J},
year = {2023},
journal = {Studies in Higher Education},
volume = {8},
number = {48},
pages = {1172--1182},
doi = {10.1080/03075079.2023.2186389},
language = {eng},
publisher = {: Routledge},
abstract = {Decolonisation aims at exposing the ills of colonialism in an attempt to undo their long-standing effects. Important criticism of curriculum decolonisation has focused on potential conflicts with academic freedom. However, this criticism has to some extent suffered from a perceived lack of agreement on the concept and status of academic freedom itself. The present study views decolonisation in South Africa from the perspective of the international standard afforded by the UNESCO recommendation concerning the status of higher-education teaching personnel (1997). It is argued that, whereas some conceptions of decolonisation are intrinsically in conflict with the recommendation, compliance depends in other cases on implementational details. Moreover, regarding several conceptions, furthering decolonisation and implementing the UNESCO recommendation go hand in hand. In a case study, the Nelson Mandela University Transformation Plan 2018–2020 is critically examined. Finally, it is suggested that there may be considerable benefits associated with using the UNESCO recommendation as a guide in and throughout curriculum transformation.},
issn = {0307-5079}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hultbergjohn_2008,
title = {Scaffolding students' transition to higher education: Parallel introductory courses for students and teachers},
author = {Hultberg, John and Plos, Kaety and Hendry, Graham D. and Kjellgren, Karin I},
year = {2008},
journal = {Journal of Further and Higher Education},
volume = {1},
number = {32},
pages = {47--57},
doi = {10.1080/03098770701781440},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {higher education; lifelong learning; transitional programs; tutor training},
abstract = {The aim of this article was to outline the basis for an introductory course to higher education focusing on students' approaches to learning and the role of teaching in higher education. The framework is a discussion on contemporary literature on approaches to learning. In the article experiences are also reported of developing and implementing an introductory course at the Sahlgrenska Academy, Göteborg University, Sweden. This was made within the LearnAble project, which was a two‐tier approach in which students were given an introductory course to higher education parallel with a course in pedagogy in higher education for teachers. The courses were evaluated with different instruments, which is also to some extent accounted for. The transition from upper secondary school to studies in higher education is discussed, as is the importance of a scholarship of teaching in the context of the courses mentioned above. In this article the authors argue that a well‐planned and stimulating introduction to higher education could be a natural part of the transition process, which can help students develop better prerequisites to manage their studies in higher education.},
issn = {0309-877X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_evertssonjakob_2011,
title = {Bishops and professionalization in Sweden, c. 1780-1880},
author = {Evertsson, Jakob},
year = {2011},
journal = {Scandinavian Journal of History},
volume = {1},
number = {36},
pages = {23--43},
doi = {10.1080/03468755.2011.535137},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {bishops; clergy; professionalization; church of sweden; romanticism; religious revival; 19th century},
abstract = {This article investigates the concept of professionalization in terms of the bishops' role in the 19th-century Church of Sweden. Previous research has generally claimed that from the late 18th century until the mid-19th century, before the abolition of the Diet of Estates, the Swedish bishops amounted to secularized, conservative state officials who lacked the ability to effect religious reform. In this article, however, it will be argued that in the early 19th century, several decades earlier than previously assumed, the Swedish episcopate had begun to undergo a slow transformation that is best described as professionalization. It is posited that the bishops, inspired by Evangelical revival and Romanticism, became increasingly specialized in religion and theology in their education, thinking and practice. The episcopal profile also changed as the middle classes gained more influence from the early 19th century onwards, and this, in turn, prompted a higher standard of role performance.},
issn = {0346-8755}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2015,
title = {The Double Bind of Interculturality and the Implications for Education},
author = {Aman, Robert},
year = {2015},
journal = {Journal of Intercultural Studies},
volume = {2},
number = {36},
pages = {149--165},
doi = {10.1080/07256868.2015.1008431},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {interculturality; otherness; education; multiculturalism; diversity; border crossing},
abstract = {This paper explores the ways in which boundaries of estrangement are produced in the academic literature assigned for courses on interculturality. As the existence of interculturality is dependent on the ascription of content to culture – since the notion, by definition, always involves more than one singular culture – this essay seeks to provide an answer to the question of what this literature, implicitly or otherwise, defines in terms of sameness vis-à-vis otherness, and thereby to chart the conditions for becoming intercultural. This question is especially important because the self in interculturality has to be, in principle, generalizable: it should signify a position available for occupation by anybody with proper training in this approach. Starting from the assumption that different experiences, languages and identities, already intersect and are indeed already intercultural before being subjected to study under the auspices of ‘interculturality’ as an educational topic, the essay goes on to problematize the way in which interculturality tends to construe sameness and difference along national lines and does little to cater for multiple, as opposed to national, or other unified, identities.},
issn = {0725-6868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schenklinda_2019,
title = {Teaching and discussing about risk: seven elements of potential significance for science education},
author = {Schenk, Linda and Hamza, Karim M. and Enghag, Margareta and Lundegård, Iann and Arvanitis, Leena and Haglund, Karin and Wojcik, Andrzej},
year = {2019},
journal = {International Journal of Science Education},
volume = {9},
number = {41},
pages = {1271--1286},
doi = {10.1080/09500693.2019.1606961},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {models & modelling; nature of science; philosophy of science; science; scientific literacy; society; technology},
abstract = {The present paper takes its point of departure in risk being a relevant content for science education, and that there are many different approaches to how to incorporate it. By reviewing the academic literature on the use and definitions of risk from fields such as engineering, linguistics and philosophy, we identified key elements of the risk concept relevant for science education. Risk is a phenomenon of the future that may be conveyed by our activity, it is something that may or may not take place. Hence, at the core of risk we find uncertainty and consequence. Furthermore, the elements of probability and severity are relevant modifiers of the consequence, as well as both subject to uncertainty. Additionally, in framing, understanding and decision-making on risk, as individuals or society, we need to acknowledge that risk has both objective and subjective components, lying in the interface between knowledge and values. In this paper, we describe how these key elements were derived from the literature and derive a schematic model of the risk concept for the purpose of science education. We further discuss how this model may assist in planning, execution and evaluation of teaching activities explicitly or implicitly involving risk issues.},
issn = {0950-0693}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kinsmanjohn_2010,
title = {Condom awareness and intended use: gender and religious contrasts among school pupils in rural Masaka, Uganda},
author = {Kinsman, John and Nakiyingi, J and Kamali, A and Whitworth, J},
year = {2010},
journal = {AIDS Care},
volume = {2},
number = {13},
pages = {215--220},
doi = {10.1080/09540120020027387},
language = {eng},
publisher = {: Informa UK Limited},
abstract = {A cross-sectional questionnaire survey examining knowledge, attitudes and intended use of condoms was conducted among 1,821 pupils (mean age = 14.2 years, range = 9--24) from 27 primary and secondary schools in rural south western Uganda. Condom education is not provided in Ugandan schools, but both boys and girls had relatively high overall levels of knowledge, even though boys demonstrated a higher level than girls. This suggests that respondents had successfully obtained reliable information from other sources. Boys and girls had similar and fairly positive attitudes towards condoms, although considerable shyness was expressed, both about discussing condoms with a partner and buying them. Fifty-eight per cent said that they themselves would use a condom if one were available, but girls were far less likely than boys to say so. Roman Catholics (46% of the sample) were less knowledgeable and less positive about condoms than non-Catholics, and the boys in this group, but not the girls, were also much less likely to say they would use one. Possible interventions based on these findings are discussed, and a research agenda for the delivery of assertiveness training to girls is proposed.},
issn = {0954-0121}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbrinkpeter_2013,
title = {There is No Sacrum in it Any More: Revisiting Formalist Statehood and Religious/Civic Education on Baltic-Barents Borders},
author = {Strandbrink, Peter},
year = {2013},
journal = {Religion, State and Society},
volume = {4},
number = {41},
pages = {394--417},
doi = {10.1080/09637494.2013.855476},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {östersjö- och östeuropaforskning; baltic and east european studies},
abstract = {Even under globalised and hyper-diverse cultural and social conditions, representative liberal democracy conceives of itself as non-involved in issues to do with ethics, faith and belief. Drawing on a formalist systemic state identity it advocates a neutralist, secularist, generalist and non-biased approach to education in state schools. Building on a current research project on religious/civic education in the Baltic-Barents area, this article argues that this self-image is flawed and that representative liberal democracy cannot avoid being ethically biased. There is thus, the article argues, a need to better frame our understanding of different modes of religious/civic education as well as the logic of ethical neutralism characteristic of contemporary democratic statehood. © 2013 © Taylor & Francis.},
issn = {0963-7494}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_helldinrolf_2000,
title = {Special Education Knowledge Seen as a Social Problem},
author = {Helldin, Rolf},
year = {2000},
journal = {Disability & Society},
volume = {2},
number = {15},
pages = {247--270},
doi = {10.1080/09687590025667},
language = {eng},
publisher = {Leeds : Taylor & Francis Ltd},
keywords = {special education; knowledge; social problem; ideological attitudes; specialpedagogik},
abstract = {The article is based on a historical study aiming at analysing the historical determinants for the academic content of the special educational discipline-regarding both ideological attitudes against disability and segregation and more concrete initiatives of action-as it appeared when the expert-function of special education was established during the 1920s and 1930s in Sweden. As the determinants I consider the nineteenth, as well as the twentieth cetury's socio-ideological, educational political and educational philosophical discourses. In order to describe the tendencies in contents I have used the first Scandinavian journal in the special educational field (Hjalpskolan). I have in my discussion been inspired by Michel Foucault's analysis of subtle conditions of power, in the forms of regulations and control mechanisms between the societies 'normal' and its marginal groupings. The essence of the study is that these tendencies are socially constructed within the knowledge tradition of the swedish compulsory school system. Despite their variations they can be classified as follows: a moralizing theme, where the various scientifically coloured arguments for and against segregation are discussed. A religious 'merciful' theme; the genuine human loving compassion with 'the societies least fortunate'. Finally, the sociopolitical theme with focus on socio-economical discussion. [ABSTRACT FROM AUTHOR]},
issn = {0968-7599}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssoningerm_2010,
title = {Choice of food and food traditions in pre-war Bosnia-Herzegovina: focus goup interviews with immigrant women in Sweden},
author = {Jonsson, Inger M. and Wallin, Anne-Marie and Hallberg, Lillemor R.-M. and Gustafsson, Inga-Britt},
year = {2010},
journal = {Ethnicity and Health},
volume = {3},
number = {7},
pages = {149--161},
doi = {10.1080/1355785022000041999},
language = {eng},
publisher = {Abingdon, Oxfordshire : Carfax},
keywords = {bosnia-herzegovina; focus groups; food traditions; immigrant women; public health; culinary arts and meal science; måltidskunskap},
abstract = {Objectives: Immigrants in Sweden have on average poorer health than native Swedes, including the risk of nutritional problems. In Sweden's multicultural society there is a need for increased knowledge about eating habits in public health work within health and education. A survey of refugees from Bosnia-Herzegovina living in Sweden was undertaken to describe the choice of food and food traditions in pre-war Bosnia. The purpose was to introduce the subject of food, health and migration into public health work and develop culture-adapted food and health advice.Design: Focus-group interviews were undertaken with a total of 20 women refugees from Bosnia-Herzegovina.Results: Qualitative data analysis identified a large consumption of bread as a staple food with meat, vegetables, milk, cheese, legumes, egg and fish as additions. Self-sufficiency was noted with milk souring, jam making and the production of sweet fruit drinks. Home made cheese and drying or smoking of meat were common methods of food storage. In child rearing, breast-feeding for 6-8 months was most common. Home made breast milk replacements were made from semolina, rice and 'petit biscuits'.Conclusion: Several important factors need to be taken into account when giving culturally adapted food and health advice to Bosnian families, such as encouraging bread, vegetable and legume consumption and giving advice on substituting sweet fruit drinks for natural fruit. One should be conscious of how religious beliefs as well as socio-cultural, historical, ecological, economical and psychological influences may guide food choices.},
issn = {1355-7858}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonmaria_2025,
title = {Of course you should fight with a girl!: Doing gender in the inclusion work of budo and martial arts sport clubs},
author = {Johansson, Maria and Svender, Jenny},
year = {2025},
journal = {Sport, Education and Society},
doi = {10.1080/13573322.2024.2447470},
language = {eng},
publisher = {: Routledge},
keywords = {inclusion; inclusion work; gender; gender equality; norm critical; voluntary sport; sport pedagogy; policy; education},
abstract = {This study explores the role of gender as a central organizing principle in the inclusion work within martial arts clubs in Sweden, against a backdrop of inclusion being an explicit focus in the policy programs of the sports movement. Based on qualitative data collected through focus group interviews with representatives from three martial arts clubs, this study departs from a social constructionist perspective where gender is understood as a social process or a ‘doing’. The analysis of the data reveals two distinct approaches to gender as an organizing principle: downplaying the significance of gender and explicating the significance of gender. Within the first approach the meaning and significance of gender are subordinated by organizing mixed-gender groups and regulating interactions within the groups. The importance of equalizing potential physical differences and avoiding sexism in practice, is emphasized. However, the approach also brings forward challenging situations related to gender and other inclusion aspects, such as religious beliefs and cultural backgrounds. The second approach recognizes the significance of gender as a structural aspect and employs gender-separatist training groups and specific activities for girls and women. These targeted efforts are justified by the respondents because of the male dominance and masculinity norms that exist in martial arts and hinder girls’ and women's participation. The findings highlight the complexities and tensions of how gender is constructed and reproduced within the context of martial arts clubs and contribute to deepening the understanding of how these constructions condition the inclusion work.},
issn = {1357-3322}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2016_1,
title = {(Un)becoming dysfunctional: ADHD and how matter comes to matter},
author = {Nilsson Sjöberg, Mattias},
year = {2016},
journal = {International Journal of Inclusive Education},
volume = {6},
number = {21},
pages = {602--615},
doi = {10.1080/13603116.2016.1251977},
language = {eng},
publisher = {: Routledge},
keywords = {adhd; agential realism; education; karen barad; psychiatrisation; reductionism},
abstract = {Various neuropsychiatric disorders are a common feature today, not least in educational contexts where Attention Deficit Hyperactivity Disorder (ADHD) is a common diagnosis. The dominant perspective regarding ADHD is biomedical. This perspective has been questioned and challenged in various ways. The aim of this article is to think ADHD through quantum physicist and philosopher Karen Barad’s [Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.] theory of agential realism. According to Barad, what we perceive as singular entities do not exist in advance. Barad pays attention to the world’s entanglements, and what we perceive as singular objects and subjects are effects of specific and various material-discursive practices acting as agential cuts. The theory of agential realism assigns performativity to matter, which highlights that ADHD is something that continuously comes into being together with human and non-human bodies. The material dimension has not previously been emphasised as a causal factor in studies on ADHD. In this article, the focus is on the agency of the book. As a conclusion, the importance of taking responsibility for every material-discursive practice with which we are always entangled is emphasised.},
issn = {1360-3116}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fattalihoda_2023,
title = {Learning from the outsiders-within: wearing the niqab in Swedish teacher profession and training},
author = {Fattali, Hoda and Wahlström Smith, Åsa},
year = {2023},
journal = {Race Ethnicity and Education},
volume = {6},
number = {28},
pages = {1044--1058},
doi = {10.1080/13613324.2023.2183515},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {niqab; higher education; teacher profession; anti-muslim racism; sweden; muslim women; veil; education & educational research; ethnic studies},
abstract = {This article discusses how the politics of the niqab manifests in educational settings by drawing on interviews with niqabi Swedish teachers and teachers-in-training. Participants contested dominant discourse on niqabi wearers as 'unassimilated' and out-of-place in multicultural education. They built on their marginal positions as outsiders-within education to affirm children's cultural identities and religious rights neglected by mainstream educators. Contrary to the preconception that the niqab "hides teachers' face", participants wore the niqab up when alone with children and introduced it to pupils in intimate and hands-on interactions. Suggestively, through unfolding pupil-teacher relationships, children gained a child-centric view of the niqabi teachers, to which adults in the public space are exempt. Participants were arbitrarily included in Muslim and mainstream schools as individual educators saw fit, illustrating lack of institutional rights in the schools and universities participants attended.},
issn = {1361-3324}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2012_1,
title = {More purpose than meaning in RE: a response to James Conroy, David Lundie, and Vivienne Baumfield},
author = {Osbeck, Christina},
year = {2012},
journal = {Journal of Beliefs and Values},
volume = {3},
number = {33},
pages = {325--328},
doi = {10.1080/13617672.2012.732813},
language = {eng},
publisher = {Karlstad Univ, Ctr Didact Res Social Sci, Karlstad, Sweden. : Informa UK Limited},
keywords = {religious studies and theology},
abstract = {In their essay Failures of meaning in religious education, James Conroy, David Lundie, and Vivienne Baumfield report findings from their recent project Does Religious Education Work?, during which ethnographic studies in 24 British schools were conducted. In this response I first highlight the importance of the character of RE for considering what works and describe the kind of RE that the authors discuss. Secondly, I point to findings and conceptualisations which I consider important. Thirdly, I comment on factors which, the authors maintain, are important regarding failures of meaning in RE. I conclude with my interest in further empirical findings resulting from the rich material of this project.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2018_2,
title = {Drawing a line between the religious and the secular: The cases of religious education in Sweden and India},
author = {Niemi, Kristian},
year = {2018},
journal = {Journal of Beliefs and Values},
volume = {2},
number = {39},
pages = {182--194},
doi = {10.1080/13617672.2018.1450806},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {comparative studies; didactics of religion; religious education; secularism; subject learning and teaching; ämnesdidaktik; religious studies and theology},
abstract = {Religion as a school subject – Religious Education (RE) – is handled differently in various national contexts. This article discusses two different systems of managing (or avoiding) RE: those used in non-denominational Swedish and Indian schools. The article focuses particularly on what is allowed in the classroom with regards to religion. Both countries are secular, but where is the line drawn between the secular and the religious? Allowing the two contexts to meet reveals the particularities of each. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE: religion is to be defined through beliefs and words, and religious actions should be excluded from classrooms. The Swedish context highlights ‘knowledge of’ religions, but avoids religious action. In India, there is no explicit RE, but Indian education does include learning from religion as well as ‘doing religion.’ The Indian approach is very inclusive, to the point of emphasising, as teachers put it, a common core of all religions. Both systems of RE offer particular opportunities and face certain difficulties in dealing with the contemporary globalised world. },
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2018_3,
title = {Possible competences to be aimed at in ethics education: ethical competences highlighted in educational research journals},
author = {Osbeck, Christina and Franck, Olof and Lilja, Annika and Sporre, Karin},
year = {2018},
journal = {Journal of Beliefs and Values},
volume = {2},
number = {39},
pages = {195--208},
doi = {10.1080/13617672.2018.1450807},
language = {eng},
publisher = {: Routledge},
keywords = {moral; competence; curriculum},
abstract = {The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study’s tentative formulation of identified ethical competences in four categories, and Rest’s understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2019_1,
title = {50 years on: the Shap working party on world religions in education and its publications},
author = {Jackson, Robert},
year = {2019},
journal = {Journal of Beliefs and Values},
volume = {1},
number = {40},
pages = {45--54},
doi = {10.1080/13617672.2019.1575113},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {shap working party; world religions; religious education; re},
abstract = {The Shap Working Party on World Religions in Education celebrates its 50th anniversary in April 2019. In marking this event, the present article offers a summary of the history of the Shap Working Party in relation to its publications. The overview includes material published by the Shap Working Party itself and material published by members of the Shap Working Party which reflects Shap's general approach and values. Many Shap publications and articles about Shap are available with open access on the Shap website and more will appear in celebration of the Working Party's 50th Anniversary. The present article is dedicated to the memory of Professor John Hinnells who had a key role in establishing the Shap Working Party and who died in 2018.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2020_1,
title = {Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden: a three-country policy comparison},
author = {von Brömssen, Kerstin and Ivkovits, Heinz and Nixon, Graeme},
year = {2020},
journal = {Journal of Beliefs and Values},
volume = {2},
number = {41},
pages = {132--149},
doi = {10.1080/13617672.2020.1737909},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; religious literacy; curriculam; curriculam theory},
abstract = {This article presents analyses of curricula in religious education (RE) for public schools in Austria, Scotland, and Sweden. A curricula is the plan that outlines the goals, content and outcomes in education. A critical discourse analysis approach (CDA) is used to explore how each national RE curricula constructs (a) the aims, status and purpose of state-maintained RE (b) the teaching and learning objectives, and contents, and (c) what skills and attitudes the processes of learning aim to develop; together, these can be considered to construct students’ religious literacy in the curricula. Theoretical frameworks are from curriculum studies, as well as from literacy studies, with the aim of deepening the knowledge on RE, as well as the discussion on religious literacies from various national curriculum contexts. The analysis shows that although the curricula focus on the same topic, namely RE, they rely on different conceptions of curriculum, as well as on various forms of religious literacy.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2020,
title = {Conditions for identity development among religious immigrant youth},
author = {Vikdahl, Linda and Liljestrand, Johan},
year = {2020},
journal = {Journal of Beliefs and Values},
volume = {3},
number = {42},
pages = {315--332},
doi = {10.1080/13617672.2020.1836785},
language = {eng},
publisher = {: Springer},
keywords = {identity; religious youth; immigrant youth; dialogical self-theory; development; innovative learning; innovativt lärande; historical studies},
abstract = {Young people with immigrant backgrounds are especially exposed in their identity formation. They may face particular difficulties if they also identify themselves as religious, such as being positioned as odd and different in negative ways by their peers. Focusing on the social conditions for developing an integrated identity, and through the theoretic lens of dialogical self-theory, this article asks how young religious immigrants are positioned by the expectations of their social environments. The article is based on qualitative interviews with 23 religious youths with immigrant backgrounds living south of Stockholm. The result highlights three discernible conflicts in the youths’ identity formation: being religious and Swedish, being religious and young and being religious and a feminist. Despite these conflicts, they all want to stay religious as adults, even though their stories reveal hesitation and insecurity about the future.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schweitzerf_2022,
title = {Current debates about (inter-)religious literacy and assessments of the outcomes of religious education: two approaches to religion-related knowledge in critical review},
author = {Schweitzer, F. and Osbeck, Christina and Rasanen, A. and Rutkowski, M. and Schnaufer, E.},
year = {2022},
journal = {Journal of Beliefs & Values-Studies in Religion & Education},
volume = {2},
number = {44},
pages = {254--266},
doi = {10.1080/13617672.2022.2099684},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {literacy; assessment; knowledge; religious education},
abstract = {Plain Language Summary This article focuses on two separate debates that have recently attracted interest in several countries around the world: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Although these debates have similar themes and are influenced by shared factors, they have rarely been considered together. From this standpoint, both debates are briefly reviewed and critically discussed in this article. The analysis is directed by two questions: What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? What is the empirical basis of these debates? The results show that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to strengthen religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should use clear educational guidelines and include solid empirical results that directly focus on religious literacy and the religion-related knowledge of young people. Moreover, both debates should be developed together to improve their theoretical understandings and empirical insights. This article addresses two current debates that have generated increasing interest in a number of countries but have rarely been considered together: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Against this background, both debates are reviewed and critically discussed in relation to the following questions: 1) What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? 2) What is the empirical basis of these debates? The results indicate that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to direct attention towards strengthening religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should be based on clear educational guidelines and informed by solid empirical results that directly address religious literacy and the religion-related knowledge of young people. Moreover, we conclude that the two debates should be developed together, as they both require enhanced theoretical understandings and empirical insights.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2023_3,
title = {'Constructing the test to the teaching' – and the complexities of assessing learning in ethics education},
author = {Sporre, Karin and Osbeck, Christina and Lilja, Annika and Lifmark, David and Franck, Olof and Lyngfelt, Anna},
year = {2023},
journal = {Journal of Beliefs and Values},
volume = {1},
number = {46},
pages = {131--149},
doi = {10.1080/13617672.2023.2271269},
language = {eng},
publisher = {: Routledge},
keywords = {assessment; ethics education; national tests; multi-dimensional ethical competence; work; education & educational research; religion},
abstract = {This study draws on a research project where a model of fiction- based ethics education was developed and put into practice during a school year in five classes in compulsory school, two in grade 5 and three in grade 8. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence. The test was given at the beginning and the end of the school year to the students in the five classes, but also to students in five other classes who received the ordinary form of ethics education. The test was constructed by using tasks from earlier Swedish national tests on ethics education, but in this study new assessment instructions were developed. According to this test, almost no significant differences were found between the classes with fiction-based ethics education and the other classes. However, this contrasts with the fruitfulness of the fiction-based model, as identified through other forms of evaluation. The findings raise questions about whether and how ethics education can be meaningfully tested, which in this article is self-critically reflected on. A concluding discussion on target competence, teaching intervention and ways of evaluation – in relation to each other – ends the article.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2025,
title = {Reframing controversy: a performative perspective on controversial issues in education about religions and worldviews},
author = {Lindström, Niclas},
year = {2025},
journal = {Journal of Beliefs and Values},
doi = {10.1080/13617672.2025.2520482},
language = {eng},
publisher = {London : Routledge},
keywords = {controversial issues; performativity; religious education; social studies subjects},
abstract = {This paper explores how controversial issues are understood and addressed in educational contexts. It outlines two dominant approaches to defining such issues, discusses their challenges, and proposes a performative perspective as an alternative. While this perspective has been explored theoretically, it remains underexamined in broader educational discourse. A performative approach emphasizes how teachers and students co-construct what is considered uncontroversial or controversial in the classroom. It highlights that an issue’s status is not fixed but depends on how it is expressed—becoming controversial when it challenges social norms or expectations, and less so when framed within shared or negotiable frameworks. Drawing on practical examples from a recent four-year project—specifically, teachers’ accounts of handling controversial issues when teaching about religion in social studies subjects—the paper illustrates how the performative nature of classroom interaction shapes perceptions of controversy. This perspective emphasizes the unpredictability of student responses and the complexity of identifying controversial issues in practice, showing how they emerge in relation to wider societal dynamics. The paper concludes that a performative perspective offers valuable insights for teacher education. It emphasizes the dynamic, relational nature of controversial issues and encourages educators to reflect on how their framing and classroom practices influence what is perceived as controversial.},
issn = {1361-7672}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2017,
title = {The Inadequacy of ADHD: A Philosophical Contribution},
author = {Nilsson Sjöberg, Mattias and Dahlbeck, Johan},
year = {2017},
journal = {Emotional and Behavioural Difficulties},
volume = {1},
number = {23},
pages = {97--108},
doi = {10.1080/13632752.2017.1361709},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {adhd; education; knowledge; spinoza},
abstract = {Attention Deficit Hyperactivity Disorder (ADHD) is a widely spread diagnosis. The dominant paradigm of ADHD is biomedical where ADHD is defined as a brain disorder. At the same time, the legitimacy of the diagnosis is being questioned since it is unclear whether or not ADHD can be deemed a medical disorder in itself. The aim of this article is to critically assess the merits of understanding the diagnosis of ADHD as a medical condition defined as a brain disorder. This is being done using the seventeenth century philosopher Benedict Spinoza’s (1632–1677) notions of adequate and inadequate knowledge and his counterintuitive theory of mental health. Doing so it becomes clear that ADHD, however adequate it may seem, is founded on inadequate knowledge and that the legitimacy of the individual diagnosis should therefore be questioned on the grounds that on a long term scale it is passivizing and stigmatizing rather that liberating.},
issn = {1363-2752}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ahmadifereshteh_2019,
title = {Perceptions of death among children in Sweden},
author = {Ahmadi, Fereshteh and Ristiniemi, Jari and Linblad, Inger and Schiller, Lina},
year = {2019},
journal = {International Journal of Children's Spirituality},
volume = {4},
number = {24},
pages = {415--433},
doi = {10.1080/1364436X.2019.1672627},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {children's perceptions of death; child-specific thoughts; society; and time-specific thoughts; integrative approach; utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {The article discusses children?s thoughts about death. Research was carried out in two elementary schools in Sweden among 40 children between 6 and 9 years of age, data were collected through text reading, movie viewing and dialogues with children. The main results reveal child-specific thoughts about the end of life, i.e., ideas children construe on their own. The findings also show society- and time-specific thoughts that children take from their societal and cultural context. The article proposes an integrative approach between these two: it is only when the categories of child-specific and society- and time-specific thoughts are combined that we get a fair picture of children?s perceptions of death. The main finding is that children form ideas of their own; they are not completely under the influence of their societal and cultural context. Children take over ideas from their surrounding society but they also express ideas produced by themselves.},
issn = {1364-436X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gricemarie_2017,
title = {Conceptions of ethical competence in relation to action readiness in Education for Sustainable Development},
author = {Grice, Marie and Franck, Olof},
year = {2017},
journal = {Reflective Practice},
volume = {2},
number = {8},
pages = {256--267},
doi = {10.1080/14623943.2016.1269001},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {education for sustainable development; ethical competence; action readiness; values education; competence},
abstract = {This paper explores notions of ethical competence in relation to Education for Sustainable Development (ESD). It carves out a conceptual field for future empirical research, by coupling the promotion of action readiness as an empirical concept with a theoretical understanding of ethical competence. The concept of competence displays interpretative pluralism as a concrete attribute of an individual or task and an unattainable ideal beyond the specific. With interpretive care, ethical competence, with its origin in values education, is suggested as a foundation of action readiness as ESD competence. In educational practice, action readiness is assumed to be fostered through real-world learning opportunities.},
issn = {1462-3943}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonhkan_2017,
title = {Cultivating mindfulness through the practice of iaidō},
author = {Nilsson, Håkan},
year = {2017},
journal = {Contemporary Buddhism},
volume = {1},
number = {18},
pages = {37--46},
doi = {10.1080/14639947.2017.1297343},
language = {eng},
publisher = {: Informa UK Limited},
issn = {1463-9947}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2010_5,
title = {Intercultural education in Sweden through the lences of the national minorities and of religious education},
author = {von Brömssen, Kerstin and Rodell Olgaç, Christina},
year = {2010},
journal = {Intercultural education},
volume = {2},
number = {21},
pages = {121--135},
doi = {10.1080/14675981003696263},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {intercultural education; sweden; minorities; religious education},
abstract = {The aim of this paper is to discuss two perspectives in relation to intercultural education and diversity in Sweden. One of the perspectives concerns the historical and current situation of the five Swedish national minorities with a special focus on education. The second perspective is related to religious diversity and education, as connected to an increasingly democratic, plural and inclusive society. Both perspectives are highly relevant when analysing intercultural education in a specific national context. The last section highlights two main discourses which have been predominant during the last century in relation to education and diversity in Sweden.},
issn = {1467-5986}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2019,
title = {Qur’anic education and non-confessional RE: an intercultural perspective},
author = {Berglund, Jenny and Gent, Bill},
year = {2019},
journal = {Intercultural Education},
volume = {3},
number = {30},
pages = {323--334},
doi = {10.1080/14675986.2018.1539305},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {qur’an; supplementary education; memorisation; symbiosis; internationell och jämförande pedagogik; international and comparative education},
abstract = {This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.},
issn = {1467-5986}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_halvarsonbrittonthrse_2018,
title = {The construction of 'religions' during field visits},
author = {Halvarson Britton, Thérése and Stabel Jørgensen, Camilla},
year = {2018},
journal = {Intercultural Education},
volume = {3},
number = {30},
pages = {306--322},
doi = {10.1080/14675986.2018.1539308},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {field visits; excursions; study visits; speech genre; interpretive approach; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik},
abstract = {Field visits to churches, mosques, temples or other buildings used by religious groups, are often valued by students of religious education as an opportunity to engage with the reality' of the subject: religions as they exist in the world. The Council of Europe text Signposts specifies field visits as an important contributor to the religious dimension of intercultural education, but also identifies issues that need to be addressed by researchers and teachers. During an excursion, students interact with representatives who are likely to represent their tradition in one particular way. The aim of this paper is to investigate how the representation of religion and religiosity is constructed during excursions by representatives and visitors. We have developed an analytical tool based on the interpretive approach and the theory of speech genres. Based on our analysis of documentation related to four field visits with students to places of worship, we suggest how the different speech genres in play during an excursion can help in promoting awareness of different levels of religion: individual, group and the whole tradition.},
issn = {1467-5986}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_5,
title = {Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of "safe space"},
author = {Flensner, Karin K and Lippe, Marie Von der},
year = {2019},
journal = {Intercultural Education},
volume = {3},
number = {30},
pages = {275--288},
doi = {10.1080/14675986.2019.1540102},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {word; safe space; religious education; classroom of disagreement; pedagogics},
abstract = {Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life},
issn = {1467-5986}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fejesandreas_2010,
title = {A Vocational Calling: Exploring a caring technology in elderly care},
author = {Fejes, Andreas and Nicoll, Katherine},
year = {2010},
journal = {Pedagogy, Culture & Society},
volume = {3},
number = {18},
pages = {353--370},
doi = {10.1080/14681366.2010.504646},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {foucault; calling; elderly care; vocation; caring technology; education},
abstract = {In this article we explore the relationship of care of a group of health care workers in elderly care, through their descriptions of themselves and their work. We have an interest in how relationships of care may be explored and characterised in and across disparate vocational settings. This is a critical response to policy discourses of citizenship that are currently emerging for re-emphasis in Europe through citizenship education and the idea of the active citizen.We mobilise two notions to help us in the analysis of interview transcripts. First, ‘calling’ is used as a figure of thought. Past religious and secular discourses of calling to God and nursing provide us with glimpses of past relations of vocation and care through which to consider present descriptions. The term ‘technology of the self’ is one drawing specifically from the work of Michel Foucault, through which we theorise the calling to care emerging from our interviewee descriptions as such a technology. Our analysis indicates that a specific calling to care and technology is mobilised by these health care workers in elderly care. We conclude that it is through such stabilisations of description that the health care workers’ shape context-specific subjectivities, as caring citizens.},
issn = {1468-1366}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bistrmelin_2021,
title = {Action competence for sustainable sexuality: an analysis of Swedish lower secondary level textbooks in biology and religious education},
author = {Biström, Elin},
year = {2021},
journal = {Sex Education},
volume = {5},
number = {22},
pages = {538--551},
doi = {10.1080/14681811.2021.1966408},
language = {eng},
publisher = {: Routledge},
keywords = {education for sustainable development; sexuality education; sustainable development; sweden; textbooks},
abstract = {Sexuality constitutes an important aspect of sustainable development as the concept is used by the United Nations. Education is commonly viewed as crucial to achieving sustainability, and promoting action competence is a key element in such educational efforts. This suggests that education should support individuals in actively seeking information and acting in relation to sustainability challenges. This article aims to understand the role of textbooks in promoting action competence for sustainable sexuality by analysing content about sexuality in Swedish lower secondary school textbooks in biology and religious education. Results show that sustainable development and sexuality are organised as separate topics in all the books. Textbooks in biology contain a fair amount of sexuality education content, but content in religious education textbooks is more limited. In general, sexuality is closely linked to reproduction and is marked by androcentrism, phallocentrism and ideals of monogamy. Content about sexuality is furthermore strongly normative and seldom introduces readers to different theoretical perspectives or viewpoints. Taken together, these factors limit the extent to which existing textbooks can promote action competence for sustainable sexuality.},
issn = {1468-1811}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bistrmelin_2025,
title = {Narratives of change in sexuality education: an analysis of Swedish lower secondary level textbooks},
author = {Biström, Elin},
year = {2025},
journal = {Sex Education},
doi = {10.1080/14681811.2025.2482087},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {biology; dehistoricisation; narratives; religious education; sexuality},
abstract = {Sexuality is a key aspect of life and health, and representations of historical change are a central part of sexuality education. This article examines how narratives of change are constructed in textbook content on sexuality. Its aim is to analyse narratives of change as portrayed in Swedish textbooks for early teenagers. Data were collected from Swedish textbooks and analysed using thematic analysis. Key findings included a tendency towards the use of teleological narratives of change alongside 'non-controversial' utopian goals. Change regarding sex and sexuality was commonly constructed as moving from discrimination to tolerance, and from beliefs to knowledge. The textbooks seldom discussed the political dimensions of change and were frequently marked by a consensus-orientation, obscuring underlying conflicts. These factors limit the abilities of textbooks to support the development of action competence among young people regarding sex and sexuality.},
issn = {1468-1811}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljestrandjohan_2016,
title = {Education for Citizenship in Swedish RE - Approaches and Dilemmas in Teachers’ Talk},
author = {Liljestrand, Johan},
year = {2016},
journal = {Religion & Education},
volume = {3},
number = {44},
pages = {317--330},
doi = {10.1080/15507394.2016.1267541},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {citizenship; dilemmas; re teachers; innovative learning; innovativt lärande},
abstract = {In Sweden, religious education (RE) has successively developed into a school subject that aims to foster democratic citizenship that is characterised by social cohesion and tolerance of religious and life stance differences. This can be interpreted in different ways by teachers in the RE curriculum. The article presents 4 different approaches to how RE teachers in Sweden teach democratic citizenship in RE. Each approach has its own dilemmas and conflicting positions. Shedding light on teachers’ reasoning about these approaches and the resulting dilemmas contributes to the understanding of education for democratic citizenship in Swedish RE.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2016_3,
title = {Continuity and Change: Experiences of Teaching Religious Education in the Light of a Life Trajectory of Hifz and Secular Education},
author = {Berglund, Jenny},
year = {2016},
journal = {Religion & Education},
volume = {1},
number = {44},
pages = {88--100},
doi = {10.1080/15507394.2016.1267544},
language = {eng},
publisher = {: Routledge},
keywords = {hifz; islamic education; religious education},
abstract = {In this article, microhistory is used to (1) bring understanding to some of the educational, but also social and political questions that at present surround Muslims schools and Islamic Education in England; and (2) to question oft created dichotomy between Islamic and secular education, by bringing forward an educational journey, consistent of both Islamic education and secular education. The focus lies on the life of a British hafiz who works as a religious education teacher at a Muslim school in East London.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2019_2,
title = {Postscript on Dialogue and Inclusive Religious Education: The ReDi Studies in a European Context},
author = {Jackson, Robert},
year = {2019},
journal = {Religion & Education},
volume = {1},
number = {46},
pages = {130--146},
doi = {10.1080/15507394.2019.1577708},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; secularization; pluralization; council of europe; signposts; redi project; dialog},
abstract = {This postscript relates the findings of ReDi studies to the Council of Europe's work on the religious dimension of intercultural education, and to studies conducted by members of the Signposts International Research Network (SIRN). It summarizes developments in religious education and their relationship to human rights, and then focuses on Council of Europe's work. The findings reported by ReDi and SIRN researchers are seen to be complementary, both addressing issues raised in the Council of Europe's Signposts book.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2019_1,
title = {Possibilities and limitations of religion-related dialog in schools: Conclusion and discussion of findings from the ReDi project},
author = {Vikdahl, Linda and Skeie, Geir},
year = {2019},
journal = {Religion & Education},
volume = {1},
number = {46},
pages = {115--129},
doi = {10.1080/15507394.2019.1577712},
language = {eng},
publisher = {: Routledge},
keywords = {comparative; conflict; context; dialogue; education; religion; world view},
abstract = {This article links together the findings of the case studies reported in this special issue and reflects upon the possibilities and limitations of religion-related dialog in school education at a more systematic level. It also discusses the findings of the case studies in relation to other research and suggests some ideas for further investigation.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2019_2,
title = {A lot is at stake. On the possibilities for religion-related dialog in a school, in Sweden},
author = {Vikdahl, Linda},
year = {2019},
journal = {Religion & Education},
volume = {1},
number = {46},
pages = {81--100},
doi = {10.1080/15507394.2019.1577713},
language = {eng},
publisher = {: Routledge},
keywords = {dialog; religion education; religious education; safe space},
abstract = {This article reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_puskstnde_2019,
title = {Keeping Education Non-Confessional While Teaching Children about Religion},
author = {Puskás, Tünde and Andersson, Anita},
year = {2019},
journal = {Religion & Education},
volume = {3},
number = {46},
pages = {382--399},
doi = {10.1080/15507394.2019.1590940},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {non-confessional; preschool with a religious profile; teaching about a religious tradition},
abstract = {The paper explores how in a Swedish preschool with a religious profile teachers balance between keeping education non-confessional and teaching about a tradition with religious roots. In this paper, the focus is on how and why the secular and religious narratives are intertwined in a play that aims to teach children about why Easter is celebrated. Theoretically we combine Grimmitt's theoretical concepts of learning about and learning from religion with Smart's analytical framework. The analysis reveals that through translating between the secular and religious narratives the play offered an opportunity to learn both about and from religion.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2019_1,
title = {State-Funded Faith-Based Schooling for Muslims in the North},
author = {Berglund, Jenny},
year = {2019},
journal = {Religion & Education},
volume = {2},
number = {46},
pages = {210--233},
doi = {10.1080/15507394.2019.1590943},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {faith-based schooling; islam; religious education; islamic education; pedagogik med inriktning mot utbildningsvetenskap; educational science},
abstract = {An emerging option in several European countries has been the state provision of publicly funded Islamic education. It is an alternative that lies at the heart of concerns over religious freedom, equal rights to education, integration, and social cohesion, but that is also connected to matters of securitization and the state’s attempt to control Islam. This article compares the provision of faith-based schooling in general, but publicly funded Islamic education in particular, in Finland and Sweden—two neighboring countries, historically and culturally connected, but with a different approach to faith based schooling.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2020_1,
title = {Moving from Safe to Brave in Multi-Faith Religious Education: Religious Education as a Dialog with Difference, by Kevin O’Grady (Ed.), Routledge, New York},
author = {Berglund, Jenny},
year = {2020},
journal = {Religion & Education},
volume = {2},
number = {47},
pages = {140--143},
doi = {10.1080/15507394.2020.1745365},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; dialog; difference; brave space; safe space; pedagogik med inriktning mot utbildningsvetenskap; educational science},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2020_2,
title = {Teaching Secular Worldviews in a Post-Secular Age},
author = {Thalén, Peder and Carlsson, David},
year = {2020},
journal = {Religion & Education},
volume = {3},
number = {47},
pages = {243--256},
doi = {10.1080/15507394.2020.1785811},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {atheism; religious education; teaching; worldviews},
abstract = {This paper discusses how secular worldviews could be included in non-confessional religious education. Knowledge about secular worldviews can be understood in different ways. The paper distinguishes between two types of knowledge: the standard model of secular worldviews and the nonstandard model. The first model reflects the self-understanding of modernity, while the second represents a more critical stance influenced by late modern thinking. The nonstandard model is presented as a hermeneutical approach for teaching secular worldviews in non-confessional religious education, using atheism as an example. In the paper, this model is elaborated on, as it is argued that only the nonstandard model is suitable for religious education in schools if the aim is to conduct an inclusive, non-confessional education.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2021,
title = {Comparing Through Contrast: Reshaping Incongruence into a Mirror},
author = {Niemi, Kristian},
year = {2021},
journal = {Religion & Education},
volume = {4},
number = {48},
pages = {458--476},
doi = {10.1080/15507394.2021.1936864},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {comparative education; religious education; mirroring; religious studies and theology},
abstract = {The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed. Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms that might lead to misunderstandings and confusion—friction, in short. A methodology to handle such cases will be suggested. Friction will reveal opportunities for gaining new insights about particularly the context of origin. The article is based on the authors’ previous research involving cross-cultural comparison of religious education.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2021_1,
title = {International Knowledge Transfer in Religious Education},
author = {Niemi, Kristian},
year = {2021},
journal = {Religion & Education},
volume = {4},
number = {48},
pages = {490--495},
doi = {10.1080/15507394.2021.2006539},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {religious education; comparative education; religion; religious studies and theology},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2022,
title = {New Media-New Perspectives? "Religion" in Swedish Online Teaching Materials},
author = {Kardemark, Wilhelm},
year = {2022},
journal = {Religion & Education},
volume = {1},
number = {49},
pages = {42--60},
doi = {10.1080/15507394.2022.2041344},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {religious education; educational material; textbooks; critical religion; religious literacy; norwegian textbooks; education; religion},
abstract = {This article analyzes online educational material about religion from the Swedish web service SO-rummet ("The social science room"). The study takes its point of departure in perspectives associated with "critical religion" and "religious literacy." The analysis shows that the material introduces religion in an interiorizing and sui generis manner. Problems associated with this understanding of religion and its educational implications are discussed. The author points out that the material generally introduces information learners are supposed to reproduce while it rarely gives information that could be used to analyze or reflect upon religion in a meaningful way.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_markengsynnve_2023,
title = {In the Child’s Best Interest: Analyzing Pedagogical Approaches among Teachers of the Qur’an in Norway},
author = {Markeng, Synnøve and Berglund, Jenny},
year = {2023},
journal = {Religion & Education},
volume = {3},
number = {51},
pages = {228--248},
doi = {10.1080/15507394.2023.2286166},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {islamic supplementary educationt; eachers of the qur’an; norway; pedagogical approaches; faith literacy; dimensions of religious scripture; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik},
abstract = {In this article, we explore pedagogical approaches in Islamic Supplementary Education (ISE) in Norway by presenting the narratives of two Qur’an teachers. Drawing inspiration from narrative research and microhistory, we examine their stories and experiences of teaching ISE in the context of an increasingly multireligious society. When we employ Watts’ dimensions of religious scripture and Rosowskys concept of faith literacy, we find that the teachers advocate for various dimensions of the Qur’an in relation to the knowledge deemed most beneficial for Muslim children in Norway. Finally, we explore the potential implications of our findings for teachers in mainstream education.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2024_1,
title = {Sustainable Thinking Development in Religious Education (RE) as a Part of Primary School Socially Oriented Learning as Teachers' Professional Development Potential in Stockholm},
author = {Chorna, Viktoriia},
year = {2024},
journal = {Religion & Education},
volume = {4},
number = {51},
pages = {328--341},
doi = {10.1080/15507394.2024.2368334},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {sustainable thinking; socially oriented learning; religious education; primary school students; teachers' development potential in stockholm},
abstract = {This article analyzes the organizational way to form sustainable thinking in socially oriented studies for teachers and students using the experience of Stockholms stads utbildningsf & ouml;rvaltning (Stockholm Education Administration). Deep studies of thematical publications, the curriculum, and websites for teachers were used as a pedagogical method. The article's main goal is to find out what help teachers are given to make socially oriented lessons more sustainable.},
issn = {1550-7394}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_widmalmsten_2019,
title = {Democratic virtues and educational institutions in India: Black swans in conflict-ridden Jammu and Kashmir},
author = {Widmalm, Sten},
year = {2019},
journal = {Journal of Peace Education},
volume = {1},
number = {17},
pages = {61--82},
doi = {10.1080/17400201.2019.1657818},
language = {eng},
publisher = {: Routledge},
keywords = {kashmir; india; conflict; jammu and kashmir; peace and conflict research; statskunskap},
abstract = {What goes on within educational institutions can be pivotal for whether and how democracy and political tolerance are nurtured, and peaceful relations between groups encouraged. Several studies oriented to the content of curricula have shown that education in India must be reformed if it is to promote inter-ethnic peace, political tolerance and democracy. The focus of this study, however, is more on the praxis of education – how it is conducted, in what kind of institutional setting it takes place, and what the implications are for interethnic peace. This unique case study of Jammu and Kashmir in India provides unexpected insights into how democratic norms can be promoted in disadvantageous contexts, where open violent conflict prevails and politically intolerant attitudes might normally be expected to result. The findings of this study have important implications for educational reform. First, the authoritarian approach to teaching currently employed in India’s system of primary education needs to be replaced by more modern methods, and corporal punishment must be abolished. Second, the praxis found in at least some of the country’s institutions of higher learning should be encouraged, due to the role it plays in bridging ethno-religious divides and breaking path-dependent trajectories towards political intolerance.},
issn = {1740-0201}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_scaramuzzinoroberto_2020,
title = {Perception of societal influence among civil society leaders – an elite perspective},
author = {Scaramuzzino, Roberto},
year = {2020},
journal = {Journal of Civil Society},
volume = {2},
number = {16},
pages = {174--190},
doi = {10.1080/17448689.2020.1769326},
language = {eng},
publisher = {: Taylor & Francis},
abstract = {This article explores the perception of societal influence of civil society leaders based on a survey study conducted in 2017 among leaders of Swedish civil society organizations. Civil society leaders represent organizations that are often based on and guided by religious, political, or cultural values and that often strive to achieve some sort of social change. To exercise influence on society is thus a crucial feature of civil society leaders. Drawing on elite theories, the article seeks to explain differences in the perception of influence by looking at the following factors: (1) personal qualities and resources such as age, gender, country of birth, education, and working experiences, (2) social networks and contacts with representatives of different institutions (media, government, etc.), and (3) organizational position and resources, including relations with public authorities. The analysis shows that two out of three surveyed leaders perceive they have great influence in society concerning the issues they work with. Among the factors explaining the perception of influence, we find being a leader of an organization at the regional level, being of older age, having leading representatives of the media in one’s personal network, and stating that one has great influence over the organization one leads.},
issn = {1744-8697}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_yabancibilge_2019,
title = {Work for the Nation, Obey the State, Praise the Ummah: Turkey´s Government-oriented Youth Organizations in Cultivating a New Nation},
author = {Yabanci, Bilge},
year = {2019},
journal = {Ethnopolitics},
volume = {4},
number = {20},
pages = {467--499},
doi = {10.1080/17449057.2019.1676536},
language = {eng},
publisher = {: Informa UK Limited},
abstract = {Modern Turkey´s emergence was a nationalist struggle that aimed to cultivate youth as secular citizens. Almost a century later, the ruling Justice and Development Party (AKP) attempts to re-model youth through a new ethno-religious nationalist project. This study argues that different from the secular Kemalist social engineering that dominated the state´s youth policy for decades, the AKP relies on the intermediary agency of Islamist-conservative and government-oriented civil society to shape young generations and convey ethno-religious nationalism to youth. Seventeen government-oriented youth organizations illustrate the extent of the Justice and Development Party´s (AKP) quest for a new national identity and cultural hegemony within the broader context of Turkey´s steady decline into an authoritarian regime. The findings - based on original fieldwork conducted between October 2017 - June 2019 - demonstrate youth organization´s country-wide grassroots engagement in four categories: indoctrination, extra-curricular training, service provision in the education sector, and street activism and humanitarian work. Their self-defined goals, ideological roots and grassroots reach inject a new disciplinary ethos and statist values in youth towards shaping them as Muslim and nationalist "ideal citizens". The study offers insights on the societal aspects of authoritarian regime building and cautions that crafting "successful" authoritarian regimes is not a one-way process that takes place only at the formal institutional level. A broad range of societal players and coalitions, including civil society, play a critical role in authoritarian regime building.},
issn = {1744-9057}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2014,
title = {Why philosophical ethics in school: implications for education in technology and in general},
author = {Gardelli, Viktor and Alerby, Eva and Persson, Anders J},
year = {2014},
journal = {Ethics and Education},
volume = {1},
number = {9},
pages = {16--28},
doi = {10.1080/17449642.2014.890277},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {education},
abstract = {In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression 'ethics in school': the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of 'ethics in school' produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2020_2,
title = {Introduction: the role of the exemplar in Arendt and Spinoza: Insights for moral exemplarism and moral education},
author = {Dahlbeck, Johan and Korsgaard, Morten Timmermann},
year = {2020},
journal = {Ethics and Education},
volume = {2},
number = {15},
pages = {135--143},
doi = {10.1080/17449642.2020.1731173},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {exemplarism; arendt; spinoza},
abstract = {In late October of 2019, we brought together scholars from very different traditions in order to explore the notion of exemplarity and the role of exemplars in education. Bringing together scholars working on ethics and moral exemplarism, Spinoza scholars and Arendt scholars, we attempted to bring these different perspectives to bear on the role of exemplarity in education. Not in order to create a synthesis of ideas or to find solutions for practical issues, but in order to explore collegially the important issue of exemplarity in education. On the one hand, it was an attempt to put something on the table, and on the other, it was an attempt to bring people together in order to share a couple of days away from everyday academic life so as to engage the object of study without distractions. Part of what it occasioned can be read in this special issue.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2021_1,
title = {Satan as teacher: the view from nowhere vs. the moral sense},
author = {Dahlbeck, Johan},
year = {2021},
journal = {Ethics and Education},
volume = {1},
number = {17},
pages = {14--29},
doi = {10.1080/17449642.2021.2013635},
language = {eng},
publisher = {: Taylor & Francis},
keywords = {education},
abstract = {To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to Twain’s story, providing some further examples of how access to the view from nowhere comes to influence the educational process in different ways. I will then connect the educational question raised by Twain’s story to two radically different versions of the exemplar found in the works of Benedict de Spinoza: the philosopher and the prophet. These figures will help illustrate how the striving for philosophical truth can sometimes be educationally inapt, as education always needs to account for humans being human, all too human.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2022,
title = {Taking the moral authorship of children and youth seriously in times of the Anthropocene},
author = {Sporre, Karin and Lotz-Sisitka, Heila and Osbeck, Christina},
year = {2022},
journal = {Ethics and Education},
volume = {1},
number = {17},
pages = {101--116},
doi = {10.1080/17449642.2021.2024991},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {moral authorship; narrative; 'free will'; ethics education; education; stories; education & educational research},
abstract = {In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural understanding of human existence. The use of our framework is illustrated in interpretations of empirical research with children demonstrating concerns of theirs in relation to climate change. The article concludes with reflections on the kind of education that can be inspired by this framework and the taking of children’s voices seriously, as well as pointing to challenges also to the grown-up world.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_deumiermorgan_2022,
title = {By way of infancy, an exercise in translation},
author = {Deumier, Morgan},
year = {2022},
journal = {Ethics and Education},
volume = {4},
number = {17},
pages = {437--449},
doi = {10.1080/17449642.2022.2153471},
language = {eng},
publisher = {: Taylor & Francis},
abstract = {This paper invites us to reconsider our usual understanding of infancy, no longer as something that passes but as infantia. The Latin word infantia, which is not easy to translate, means a lack of speech, a lack of eloquence, and also infancy, babyhood, and dumbness. Drawing on Barbara Cassin’s works on the untranslatables, I propose to translate infantia, starting by not-understanding, and then by taking detours by different texts, in-between languages. Exercising translation allows us to expose ourselves to the differences between languages. The exercise in translation that unfolds will help to challenge some familiar distinctions such as infant/adult and uneducated/educated.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2024_2,
title = {The dynamics of care and loyalty in peer relations},
author = {Norgren-Hansson, Mimmi},
year = {2024},
journal = {Ethics and Education},
volume = {4},
number = {19},
pages = {559--578},
doi = {10.1080/17449642.2024.2403946},
language = {eng},
publisher = {: Routledge},
keywords = {care ethics; peer-relations; loyalty; compulsory school; partiality; omsorgsetik; vänskapsrelationer; lojalitet; grundskolan; partiskhet},
abstract = {The aim of this article is to enrich the care ethics framework by uncovering the relationship between care and loyalty, offering insights into the complexities of children’s experiences of care in school. Through twelve interviews with pupils in sixth grade, I analyse the intersection of loyalty and care. The findings reveal two dimensions, conceptualized as internal care loyalty and external care loyalty. Internal care loyalty involves the relationship between the one-caring and the cared-for, shaping the (1) motivation, (2) understanding, and (3) reciprocity of care. External care loyalty extends beyond this relationship, encompassing (1) social inclusion and (2) conflict support. Employing a perspective grounded in care ethics, deepens the understanding of the interconnection between care and loyalty among peers and actualize the question of partiality in an educational context. This article blends feminist philosophical theory with qualitative empiricism, shedding light on the complexity and nuances of caring in peer-relations.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2024_3,
title = {Controversial issues in social study subjects: conveying values and facilitating critical thinking},
author = {Lindström, Niclas},
year = {2024},
journal = {Ethics and Education},
volume = {4},
number = {19},
pages = {593--611},
doi = {10.1080/17449642.2024.2418764},
language = {eng},
publisher = {London : Routledge},
keywords = {moral education; paradox of moral education; controversial issues; social study subjects; convey values; examine values; critical thinking},
abstract = {This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative interviews and observations, teachers were found to often lead by example, maintaining neutrality and presenting diverse perspectives. This approach appears to foster students towards embracing liberal values, promoting independent decision-making and personal responsibility, but it may come at the cost of critically evaluating these very ideals, norms, and values. The absence of official guidelines in the Swedish school system underscores the significance of understanding how teachers balance these conflicting responsibilities in their pedagogical practices. The study sheds light on the practical strategies employed by teachers, contributing valuable insights to a discourse traditionally centred on theoretical solutions to the paradox of moral education.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2025_2,
title = {The teacher as optimistic nutritionist},
author = {Dahlbeck, Johan},
year = {2025},
journal = {Ethics and Education},
volume = {4},
number = {20},
pages = {438--451},
doi = {10.1080/17449642.2025.2565035},
language = {eng},
publisher = {: Routledge},
keywords = {optimistic nutritionist; nietzsche; spinoza; exemplarism; ethical teaching},
abstract = {The aim of this paper is to offer an account of the teacher as optimistic nutritionist. Drawing on recent theoretical work seeking to identify and elucidate the main components of the optimistic nutritionist as an ethical ideal (by way of Spinoza’s and Nietzsche’s ethical theories), this paper proposes a model of ethical teaching that opts for a different route from that of amodel grounded in moral exemplarism. This route is not oriented around admiration and imitation, but rather around the axioms of selectivity and selfishness. Instead of grounding educational transformation in the student’s ability to emulate the teacher (or the exemplars identified by the teacher), educational transformation is here grounded in an aspirational account where the self-cultivation of the student is influenced and promoted by a combination of practical embodied experimentation and the guidance of the teacher qua optimistic nutritionist.},
issn = {1744-9642}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2008_4,
title = {Teaching Islam with Music},
author = {Berglund, Jenny},
year = {2008},
journal = {Ethnography and Education},
volume = {2},
number = {3},
pages = {161--175},
doi = {10.1080/17457820802062409},
language = {eng},
publisher = {: Routledge},
keywords = {islam; undervisning; friskola},
abstract = {We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovision song contest’ genre, who sings Islamic pop songs. It happens that children comment and say that the pop music she plays in the classroom is haram, forbidden. Sana seldom touches upon the notion of music as forbidden or unlawful in the classroom, but nevertheless it is visible in her choices of music and the way she presents the music for the children. Outside the classroom, in discussion Sana talks about the necessity of finding Islamic role models that attract the young, instead of ‘bearded old men’ that might have interesting things to say but have neither ‘the looks nor the language’ to attract young people. Sana's use of music within IRE is discussed to seize the meanings associated with music and understand the educational choices Sana makes in relation to music. This paper is based on fieldwork that took place during 2005 and 2006.},
issn = {1745-7823}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hellmananette_2021,
title = {Doing research in Indonesia and Sweden on the ambivalence of care and masculinity in ECEC; challenging dominant norms through ethnographic methodology},
author = {Hellman, Anette},
year = {2021},
journal = {Ethnography and Education},
volume = {3},
number = {16},
pages = {343--357},
doi = {10.1080/17457823.2021.1919168},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {masculinity; care; ecec; ethnographic methodology; indonesia; sweden; early-childhood education; gender; men; education & educational research},
abstract = {The aim of the article is to explore norms about care and masculinity in early childhood education and care settings in Indonesia and Sweden. Building on long-term ethnographic fieldwork, it is shown how care in the two nations was produced as ambivalent for men, causing a risk of being accused of working with children for the wrong reasons. Two different strategies were employed by the men to handle this: to avoid caring practices and to renegotiate care, making it part of hegemonic masculinity. In the study, ethnographic methodology building on long-term relations, situated knowledge and trust, was key to gain the two different perspectives. The methodology produced nuanced understandings of how care and masculinity came to be enacted in different social and religious contexts. The extended field work enabled trustful relations to develop, which in turn facilitated shared learning about gendered bodies, fear and shame in relation to care},
issn = {1745-7823}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2007_1,
title = {HIV/AIDS and Islamic religious education in Kisumu, Kenya},
author = {Svensson, Jonas},
year = {2007},
journal = {International Journal of Qualitative Studies on Health and Well-being},
volume = {3},
number = {2},
pages = {179--192},
doi = {10.1080/17482620701362853},
language = {eng},
publisher = {Abingdon : Taylor & Francis},
keywords = {islam; education; hiv; kenya; kisumu; islamology; islamologi; study of religions; humanities and religion},
abstract = {The aim of this article is to describe and critically discuss the discourse on HIV/AIDS within the framework of Islamic Religious Education (IRE) in Kisumu, Kenya. It is based on data collected mainly through participant observation and interviews during five fieldwork sessions in the period 2003-2006. The context is the research project Islamic education and social development in Kisumu, Kenya, financed by the Swedish International Development Agency (SIDA). The article describes how the issue of HIV/AIDS is present in the context of IRE, mainly in secondary schools in Kisumu, an area heavily affected by the pandemic. The framework in which teachers and students address the issue is one conditioned by notions of religiously correct and incorrect sexual behaviour and gender, and by the fact that Muslims constitute a religious minority in Kisumu. The article argues that the main role of the local discourse on HIV/AIDS and Islam in the context of IRE is to strengthen notions of religious and moral superiority, and hence boost the self-esteem of the Muslim students. Furthermore, it provides support for dominant views and norms relating to Islam, gender and sexuality.},
issn = {1748-2623}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bartholdssonsa_2014,
title = {Cultivating the socially competent body: bodies and risk in Swedish programmes for social and emotional learning in preschools and schools},
author = {Bartholdsson, Åsa and Gustafsson Lundberg, Johanna and Hultin, Eva},
year = {2014},
journal = {Critical Studies in Education},
volume = {2},
number = {55},
pages = {201--212},
doi = {10.1080/17508487.2014.889733},
language = {eng},
publisher = {: Taylor & Francis Group},
keywords = {childhood; educational policy; foucault; post-structural/post-modern critical theory; utbildning och lärande; education and learning},
abstract = {Social emotional learning (SEL) is common in preschools and schools both in Europe and North America today. Programmes for socio-emotional training and the rise of what is labelled therapeutic education have dramatically increased during the first decade of the millennium. In this article, a manual-based programme used for SEL in a Swedish school context is analysed from perspectives rooted in childhood sociology and post-structural studies. The aim of this study is to analyse the discursive constructions of a context of risk and the instilment of specific corporeal regimes. The main issue concerns the meaning and use of the body in the discursive construction of the social competent child within this context of risk. The analysis shows that the socially competent child is shaped and cultivated through self-regulating techniques aiming at creating a docile body, a body that will be a good citizen, a pliant member of the social order. Social emotional learning (SEL) is common in preschools and schools both in Europe and North America today. Programmes for socio-emotional learning and what is labelled therapeutic education (Ecclestone & Hayes, 2007; Furedi, 2009) have dramatically increased during the first decade of the millennium. In Sweden, schools often justify their use of these programmes as a way of organizing their value-based education (von Br mssen, 2011), that is, as a way of realizing the democratic ambitions expressed in educational policy documents, such as the national curriculum.},
issn = {1750-8487}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2014_1,
title = {Scientific Representation and Science Learning},
author = {Matta, Corrado},
year = {2014},
journal = {Open Review of Educational Research},
volume = {1},
number = {1},
pages = {211--231},
doi = {10.1080/23265507.2014.989900},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {science learning; scientific representation; inferential conception; disciplinary norms; education},
abstract = {In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and Woolgar's sociological approach. In order to assess which theory is more promising, I will compare the three candidate theories to two aspects of scientific representation in science learning that emerge from empirical research on science learning. I label these aspects as the intentional and normative character of scientific representation in science learning. As I argue, whereas the other competing accounts of scientific representation can only capture one of the two aspects highlighted in this article, the inferential conception has the capacity to capture them both in a coherent way. Thus, I conclude that the inferential conception seems to be a fruitful philosophical theory of scientific representation in science learning.},
issn = {2326-5507}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_amanrobert_2017_1,
title = {Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue},
author = {Aman, Robert},
year = {2017},
journal = {Comparative Education Review},
volume = {2},
number = {61},
pages = {103--120},
doi = {10.1086/690459},
language = {eng},
publisher = {: University of Chicago Press},
keywords = {interculturality; decolonial theory; interculturalidad; andes; indigenous knowledges},
abstract = {This essay seeks to wean interculturality from its comfort zone of flat substitutability across cultural differences by pushing for the possibility of other ways of thinking about the concept depending on where (the geopolitics of knowledge) and by whom (the bodypolitics of knowledge) it is being articulated. In order to make a case for the importance of always considering the geopolitical and bodypolitical dimension of knowledge production within interculturality, this essay shifts focus away from policies of the European Union and UNESCO to the Andean region of Latin America. In that part of the world the notion of interculturalidad – translation: interculturality – is not only a subject on the educational agenda, it has also become a core component among indigenous social movements in their push for decolonization. With reference points drawn from a decolonial perspective and the concept of “colonial difference”, this essay makes the case that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers another perspective on interculturality bringing into the picture other epistemologies. It concludes by arguing for the requirement to start seeing interculturality as inter-epistemic rather than simply inter-cultural.},
issn = {0010-4086}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_shanneikyafa_2024,
title = {Islam, Gender and Sexualities},
author = {Shanneik, Yafa},
year = {2024},
journal = {Oxford Research Encyclopedia of Religion},
doi = {10.1093/acrefore/9780199340378.013.132},
language = {eng},
publisher = {: Oxford University Press},
abstract = {Mapping a discussion on gender and sexualities in Islam needs to move beyond an understanding of Islamic law (shariah) and its interpretations that has traditionally been made by male religious scholars (ulamā). It is important to also pay attention to the lived experiences of people on the ground and move away from a homogeneous universal construct of what gender is and what sexualities are. It should include an examination of various power structures that highlights the experiences and voices of not only women but also other subjected and subaltern groups. What are the intersections and overlapping viewpoints and arguments on gender and sexualities in Islam? Who is talking on behalf of which group? The examination of gender and sexualities within Islam is a complex topic that needs consideration of socioeconomic and political shifts as well as ongoing processes of modernization and globalization. This includes the formation of nation-states, the codification of Islamic law, the shift in family relations and mobility, the increase in level of education and waged labor, and transnational migration. International organizations, such as the United Nations, also exert pressure on governments of Muslim-majority countries to adhere to established international human rights standards. This pressure has played a role in prompting changes in legislations particularly regarding the personal status law that affects women’s and other minority rights. The aftermath of the latest political uprisings in the Middle East and North Africa (MENA) since 2011 has placed gender at the heart of not only religious but also political contestations. Displacement and the sociopolitical marginalization of minority groups have contributed to the changing understandings of gender orders within the MENA region and beyond. As a consequence, normative understandings of gender and sexualities have been renegotiated and readjusted and have resulted in new gender power relations. This disruption of conventional gender power relations creates tensions and causes divergences between what, for generations, has been perceived as traditional gender norms. This is primarily evident within familial structures and conjugal relationships where the lived realities do not always reflect current Islamic jurisprudence or the law set by the state.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_arouselljonna_2018,
title = {Are 'Low Socioeconomic Status' and 'Religiousness' barriers to minority women's contraceptive use in Sweden and Denmark?: A qualitative interrogation of a common argument in health research},
author = {Arousell, Jonna and Carlbom, Aje and Johnsdotter, Sara and Essén, Birgitta},
year = {2018},
journal = {European Journal of Public Health},
number = {28},
pages = {121--121},
doi = {10.1093/eurpub/cky048.028},
language = {eng},
publisher = {: Oxford University Press},
keywords = {public; environmental & occupational health; contraceptive agents; denmark; socioeconomic factors; hälsa och samhälle; health and society},
abstract = {Background: ‘Low socioeconomic status’ and ‘religious barriers’ have been presented as nearly universal explanatory reasons for why minority women are less likely than majority women in Scandinavian countries to use contraception. Recent studies have warned against giving such statistically ‘objective’ theories undue importance in the formulation of clinical recommendations. Drawing on this recent critique, the aim of this study was to qualitatively explore how ‘low socioeconomic status’ and ‘religiousness’ intersect with Muslim minority women’s contraceptive decisions. Methods: Semi-structured interviews were conducted in Denmark and Sweden between 2013 and 2016. Data analysis was inspired by naturalistic inquiry. Findings: We found that a low level of education and low income were not necessarily obstacles for women’s use of contraception, but strong imperatives for women to wait having children until their life circumstances were more stable. Arguments grounded in Islamic dictates on contraception became powerful reasons for women to decide it was religiously correct to postpone having children, in case the financial and emotional resources were not yet at hand. Conclusions: We have shown that the dominant theory about that ‘low socioeconomic status’ and ‘religiousness’ are paramount barriers to minority women’s use of contraception must be challenged. When formulating suggestions for how to provide contraceptive counselling to minority women in Denmark and Sweden, one must also take into account factors such as low financial security as well as religious convictions which can be strong imperatives for women to use contraception. Main messages: The use of broad group-categorisations for understanding individuals’ contraceptive behaviours should be challenged The validity of initiating ‘targeted interventions’ towards large heterogeneous minority groups in Scandinavian contraceptive counselling should be critically discussed},
issn = {1101-1262}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_boijeerika_2025,
title = {Christian Morality for the Nordic Nation—A Circulating Knowledge in Times of Crisis},
author = {Boije, Erika and Hellström, Emma and Olenius, Ida},
year = {2025},
journal = {Journal of Church and State},
volume = {3},
number = {67},
pages = {3},
doi = {10.1093/jcs/csaf021},
language = {eng},
publisher = {: Oxford University Press},
abstract = {This article discusses the role of Christianity in Nordic nation-building and the development of the democratic welfare state in the nineteenth and twentieth centuries. The theoretical concept of circulation of knowledge is used to analyze how ideas of Christianity and morality circulated within and between two Nordic countries, Finland and Sweden, in periods of perceived crisis and how they were incorporated into national narratives and images of ideal citizens. Three historical examples are examined: the Finnish author Zacharias Topelius’s public literary nation-building, the promulgation of a new curriculum for Swedish primary schools during the interwar period, and the efforts to safeguard Swedish political independence, culture, and national identity during the Second World War.},
issn = {0021-969X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2023,
title = {Swedish Religion Education in Public Schools - Objective and Neutral or a Marination into Lutheran Protestantism?},
author = {Berglund, Jenny},
year = {2023},
journal = {Oxford Journal of Law and Religion},
volume = {1},
number = {11},
pages = {109--121},
doi = {10.1093/ojlr/rwac018},
language = {eng},
publisher = {: Oxford University Press (OUP)},
keywords = {neutrality religious education public schooling; history of religion; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik},
abstract = {This article takes its point of departure in the recommendations by the Council of Europe, and Organization for Security and Co-operation in Europe (OSCE) that recommend that European states should offer education about religions for all school students, regardless of religious or non-religious background. Sweden is one of the countries that provides such education through a compulsory non-denominational religion education (RE) school subject. The compulsory nature of the school subject is possible as long as the teaching is both ‘objective and pluralistic’. In this article, the concept of objectivity but also neutrality is discussed, using the Swedish school subject as an example. The argument pursued is that RE in Sweden, although presented as objective and neutral, also can be understood as ‘marinated’ in Lutheran Protestantism. In the end, the protestant taste of the Swedish non-denominational and compulsory RE is used as a call for further awareness of how the religious history of a given country affects not only education but also the way people perceive the phenomena called religion. These are important perspectives not only for RE teachers who are demanded to teach in a neutral and objective manner, but perhaps also for lawyers?},
issn = {2047-0770}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_rothsteinbo_2021,
title = {Controlling Corruption: The Social Contract Approach},
author = {Rothstein, Bo},
year = {2021},
doi = {10.1093/oso/9780192894908.001.0001},
language = {eng},
publisher = {Oxford University Press},
keywords = {corruption; social contract; quality of government; collective action},
abstract = {This book presents a radically new approach of how societies can bring corruption under control. Since the late 1990s, the detrimental effects of corruption to human well-being have become well established in research. This has resulted in a stark increase in anti-corruption programs launched by international organizations such as the World Bank, the African Union, the EU, as well as many national development organizations. Despite these efforts, evaluations of the effects of these anti-corruption programs have been disappointing. As it can be measured, it is difficult to find substantial effects from such anti-corruption programs. The argument in this book is that this huge policy failure can be explained by three factors. Firstly, it argues that the corruption problem has been poorly conceptualized since what should count as the opposite of corruption has been left out. Secondly, the problem has been located in the wrong social spaces. It is neither a cultural nor a legal problem. Instead, it is for the most part located in what organization theory defines as the 'standard operating procedures' in social organizations. Thirdly, the general theory that has dominated anti-corruption efforts — the principal-agent theory — is based on serious misspecification of the basic nature of the problem. The book presents a reconceptualization of corruption and a new theory — drawing on the tradition of the social contract - to explain it and motivate policies of how to get corruption under control. Several empirical cases serve to underpin this new theory ranging from the historical organization of religious practices to specific social policies, universal education, gender equality, and auditing. Combined, these amount to a strategic theory known as 'the indirect approach'. This book presents a radically new approach of how societies can bring corruption under control. Since the late 1990s, the detrimental effects of corruption to human well-being have become well established in research. This has resulted in a stark increase in anti-corruption programs launched by international organizations such as the World Bank, the African Union, the EU, as well as many national development organizations. Despite these efforts, evaluations of the effects of these anti-corruption programs have been disappointing. As it can be measured, it is difficult to find substantial effects from such anti-corruption programs. The argument in this book is that this huge policy failure can be explained by three factors. Firstly, it argues that the corruption problem has been poorly conceptualized since what should count as the opposite of corruption has been left out. Secondly, the problem has been located in the wrong social spaces. It is neither a cultural nor a legal problem. Instead, it is for the most part located in what organization theory defines as the 'standard operating procedures' in social organizations. Thirdly, the general theory that has dominated anti-corruption efforts — the principal-agent theory — is based on serious misspecification of the basic nature of the problem. The book presents a reconceptualization of corruption and a new theory — drawing on the tradition of the social contract - to explain it and motivate policies of how to get corruption under control. Several empirical cases serve to underpin this new theory ranging from the historical organization of religious practices to specific social policies, universal education, gender equality, and auditing. Combined, these amount to a strategic theory known as 'the indirect approach'.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsanja_2016,
title = {Children in New Religions},
author = {Nilsson, Sanja},
year = {2016},
journal = {The Oxford Handbook of New Religious Movements},
pages = {248--263},
doi = {10.1093/oxfordhb/9780190466176.013.18},
language = {eng},
publisher = {Oxford : Oxford University Press},
keywords = {childhood; new religious movements; parenting styles; abuse; education; legal matters; state interventions; agents},
abstract = {As an introduction, this article presents an overview of the history of childhood. It goes on to point out a selection of topics significant to the discourse on children growing up in contemporary new religious movements such as: parenting styles and abuse, education and religious freedom, and legal matters and state interventions, through examples from the research field. The discussion highlights the polemic between perspectives in the secondary construction of childhood within new religions and concludes that although the study of new religions has turned from first generation converts to second generation children, research based on the notion of children as active agents is still much needed.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_pedersenhelena_2022,
title = {Organizing a real that is yet to come: A critical inquiry of education in Animal Organization Studies},
author = {Pedersen, Helena},
year = {2022},
journal = {Linda Tallberg, Lindsay Hamilton (eds.), The Oxford Handbook of Animal Organization Studies},
pages = {73--84},
doi = {10.1093/oxfordhb/9780192848185.001.0001},
language = {eng},
publisher = {Oxford : Oxford University Press},
keywords = {education; critical theory; animal-industrial complex; power; knowledge production; deleuze and guattari},
abstract = {The aim of this chapter is to introduce education as a key area of critical inquiry in Animal Organization Studies by analyzing its embeddedness in the animal-industrial complex (A-IC) (Noske, 1997). The concept of the A-IC has been defined and its analytic force examined in a few influential texts (Noske, 1997; Twine, 2012), but the role and function of educational institutions in the A-IC is largely unexplored (Pedersen, 2019). The first part of the chapter offers a brief account of significant intersections of the A-IC and Animal Organization Studies, based on the animal studies and organization studies literature. The second part of the chapter explores what work education does in the A-IC, drawing on an example from ethnographic fieldwork in a Swedish upper secondary school theorized through Deleuze and Guattari ([1980] 2004). In the end, the organizing of promissory futures for students as animal science professionals relies on educational reproduction of the status quo of exploitative arrangements for animals in society, and in this way, education emerges as not only a central actor in, but a condition for the A-IC. Understanding the A-IC as an organizing concept for critical animal organization studies thus requires analyses of the multifaceted, dynamic and productive functions of education. Further research could focus on both what is at stake for the animals as well as the students caught up in educational spaces of the A-IC, and explore potential roles of education in collective resistance to this exploitation.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skaremyrellinor_2025_1,
title = {Caring for the Whole Child in Preschool Education: Repositioning ‘Religion’ in Socially Sustainable Educational Professionalism},
author = {Skaremyr, Ellinor and Raivio, Magdalena and Kuusisto, Arniika},
year = {2025},
journal = {The Oxford Handbook of Religion and Education},
pages = {588--602},
doi = {10.1093/oxfordhb/9780198869511.001.0001},
language = {eng},
publisher = {Oxford : Oxford University Press},
keywords = {early childhood education and care; ethics of care; postcolonialism; preschool teacher professionalism; religion; sense of belonging; social sustainability; well-being; worldviews; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {This chapter employs a holistic view of the child in its examination of socially sustainable preschoolteacher professionalism, raising in particular the necessity of acknowledging the role of a child’s personalworldview as a part of it. Thereby, we aim to contribute to knowledge in the field and the discussions onsocial justice, Religious Education (RE), relational ethics and Early Childhood Education and Care(ECEC or preschool). Our argument stems from an understanding of preschool teacher professionalismthat in the daily lives of children and their families can notably contribute towards sustainable justice insociety. The chapter takes its starting point from our theoretical and analytical model for sociallysustainable communities of care (Raivio, Skaremyr & Kuusisto, 2022), for a further elaboration onpreschool as a caring community. The tool builds on previous theoretical, conceptual and empiricalstudies and focuses on five levels: International level, Societal level, Community (here preschool) level, aswell as the levels of Situations, Events and Acts of Care. Our holistic view of the child builds further onpostcolonial and feminist ethics of care, through which the model highlights the importance of theteacher’s sensitivity towards the child’s worldview with its religious or spiritual, ethical, and existentialelements. Caring for the child’s worldview is seen as vital for the child’s resilience, contributing tolearning, well-being, and sense of belonging, both in the daily events in preschool and in the longerperspective on their individual life trajectories. Thereby, receiving care also for this aspect of individualdevelopment is critically important for social sustainability in any society. The chapter concludes withreflections and implications for socially sustainable educational professionalism in preschool.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliamfrancis_2025,
title = {Freedom of religion and belief in finnish education},
author = {Gearon, Liam Francis and Kuusisto, Arniika},
year = {2025},
journal = {The Oxford Handbook of Religion and Education},
pages = {407--424},
doi = {10.1093/oxfordhb/9780198869511.013.35},
language = {eng},
publisher = {: Oxford University Press},
keywords = {finland; finnish education; freedom of religion and belief; freedom of religion or belief; history of finland},
abstract = {This chapter critically examines the educational dimension of freedom of religion or belief in Finland (1922–2022), a historical frame that presents its shifting cartography freedom of religion or belief in Finnish educational domain. To understand the integral relationship of religion and belief in Finnish education, three critical perspectives are outlined: (1) origins: assessed here as the historical setting for the beginnings of an interrelationship between freedom of religion or belief in education, emergent in the light of Finnish Independence as a means of furthering its political self-determination; (2) orientation: the analysis here details how Finland’s geopolitical positionings have, over a century, consistently progressed in orientations to human rights principles and freedoms, which integrate freedom of religion or belief in and through education, with ever-firmer alignments to related policy developments in the United Nations; and (3) outcomes: focusing on current contexts for freedom of religion or belief in education. The closing section of this chapter elaborates empirical examples of the cultural and societal impacts of such initiatives for the frontline of Finnish children and teachers. Drawing together these interrelated strands of retrospective, the conclusion focuses on the future prospects for freedom of religion or belief in Finnish education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skaremyrellinor_2025_2,
title = {Caring for the Whole Child in Preschool Education: Repositioning ‘Religion’ in Socially Sustainable Educational Professionalism},
author = {Skaremyr, Ellinor and Raivio, Magdalena and Kuusisto, Arniika},
year = {2025},
journal = {Socially Sustainable Educational Professionalism},
pages = {588--602},
doi = {10.1093/oxfordhb/9780198869511.013.57},
language = {eng},
publisher = {: Oxford University Press},
keywords = {early childhood education and care; ethics of care; postcolonialism; preschool teacher professionalism; religion; sense of belonging; social sustainability; well-being; worldviews; ethical technology; sustainable development; early childhood educations; ethic of care; teachers'; well being; worldview; teaching},
abstract = {This chapter employs a holistic view of the child in its examination of socially sustainable preschool teacher professionalism, raising the necessity of acknowledging the role of a child’s personal worldview as important. The chapter takes as its starting point a theoretical and analytical model for socially sustainable communities of care for a further elaboration on preschool as a caring community. The holistic view of the child builds on postcolonial theory and feminist ethics of care, through which the model highlights the importance of the teacher’s sensitivity towards the child’s worldview with its religious or spiritual, ethical, and existential elements. Caring for the child’s worldview is seen as vital for the child’s resilience, contributing to learning, well-being, and sense of belonging, both in the daily events in preschool and in the longer perspective on their individual life trajectories. © Oxford University Press 2025.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2025_1,
title = {The Study of Islamic Education in Europe: The Value of Comparative Studies},
author = {Berglund, Jenny},
year = {2025},
journal = {The Oxford Handbook of Religion and Education},
pages = {361--369},
doi = {10.1093/oxfordhb/9780198869511.013.61},
language = {eng},
publisher = {Oxford : Oxford University Press},
keywords = {comparative studies; education; islam; islam in europe; religion and education; religionssociologi; tros- och livsåskådningsvetenskap; studies in faiths and ideologies},
abstract = {The topic of religion, in general, and Islam, in particular, is currently of intense debate, frequently discussed in public forums globally and attracting significant attention, analysis, and criticism—especially from the mass media, which often attributes religion as an explanation for various social, cultural, and political phenomena. In many countries these discussions have directed attention towards places of Islamic education, such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. This chapter argues that a comparative approach to the study of publicly funded Islamic education can enhance public comprehension of Islamic education and its intersection with crucial educational and societal elements. Comparing the religious education programmes across various Western countries poses a considerable challenge due to the distinct historical, cultural, social, and educational backgrounds unique to each nation. These factors contribute to significant differences in approaches between countries. Nevertheless, undertaking comparative analyses across national borders presents an opportunity to gather substantial empirical data but also to learn from each other.comparative studies, education, Islam, Islam in Europe, religion and education}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_muhamadil_2021,
title = {Lack of Trust, Insufficient knowledge and Risk denial; an in-depth Understanding of Health workers Barriers to uptake of the Covid-19 vaccine at Iganga Hospital Eastern Uganda, and Mengo Hospital Kampala Uganda},
author = {Muhamadi, L and Edith, N and James, W and Tumwesigye, NM and Museene, SK and Mukakaarisa, H and Peterson, SS and Ekström, AM},
year = {2021},
journal = {medRxiv},
doi = {10.1101/2021.10.13.21264920},
language = {eng},
publisher = {: Cold Spring Harbor Laboratory},
abstract = {Covid 19 Vaccine hesitancy among health workers remains a major hindrance to the governments vaccine roll out plan among health workers and other target populations in Uganda. We conducted 12 focus group discussions and 20 in-depth interviews with health workers (vaccinated and unvaccinated) to understand barriers to vaccine acceptance in their own perspective and context in central and eastern Uganda. Reported barriers to vaccine acceptance included: gross lack of trust, fear of side effects, risk denial and insufficient information about the vaccine amidst negative publicity about the vaccine from the internet and social media platforms. Others were health system inhibition factors and religious beliefs against the vaccine. We recommend a health work context specific information, education and dissemination strategy to create awareness, information and more knowledge about the vaccine to health workers. We also recommend a sustained government media campaign to give more information about the vaccine and also dispel the negative publicity and misinformation about the vaccine. Dialogue with health workers at all levels of care, positive peer influence, use of religious and opinion leaders as well as government ensuring accessibly to various Covid 19 vaccines and putting vaccine posts outside hospital settings to limit exposure to Covid patients could also increase uptake of the vaccine among health workers.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_roviojohanssonairi_2020,
title = {Reinvestigating the theory and practice gap in Participatory Educational Research},
author = {Rovio-Johansson, Airi},
year = {2020},
journal = {International Journal for Lesson and Learning Studies},
volume = {1},
number = {9},
pages = {1--10},
doi = {10.1108/IJLLS-01-2020-094},
language = {eng},
keywords = {lesson study; learning study; phenomenography; variation theory; teacher training; quality criteria; knowledge; constructivism; activity theory; social constructionism; critical incident.},
abstract = {Purpose/aim - The aim of this paper is to open a reinvestigation of the theory and practice gap and its consequences for teachers’ participation in research into their own practice. Further, to explore if the gap is partly an artefact of the underlying epistemology made visible in the institutional practices of education and teacher training and in participatory educational research. Accordingly, the overarching purpose is to gain deeper understanding of classroom teaching as participatory educational research. Design/methodology/approach - By revealing contrasting features of different theoretical frameworks applied in case studies, the paper contributes to the illumination of how to bridge the gap between theory and practice and reveals how some of the case studies accomplish research with teachers and research on teachers in varying degrees in research processes. Findings - Teachers’ roles in case studies vary due to (a) the applied theoretical research approach and (b) due to different phases of the research process. Findings suggest that the theory and practice gap is complex and that classroom teaching is a multi-disciplinary activity related to a great number of contextual factors. The gap is possible to bridge in some of the steps in the research process. Findings from a meta-study of 45 lesson studies (Whitney, 2019) indicate that results from these studies were shared with few teachers and schools outside the local school context. Originality/value - The paper provides insights into participatory educational research from teachers’ perspectives and researchers’ varying perspectives.},
issn = {2046-8253}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_frezzastephen_2024,
title = {Sense-Making Frameworks in Computing and Engineering Education},
author = {Frezza, Stephen and Daniels, Mats and McDermott, Roger},
year = {2024},
journal = {2024 IEEE FRONTIERS IN EDUCATION CONFERENCE, FIE},
doi = {10.1109/FIE61694.2024.10893557},
language = {eng},
publisher = {: Institute of Electrical and Electronics Engineers (IEEE)},
keywords = {philosophy of computing education; philosophy of engineering education; theory; metatheory; model; framework},
abstract = {This full paper addresses the concept of meta-narrative in computing and engineering education: the presence of an overarching meta-narrative which provides a sense of integration and some degree of connection and coherence to the elements under study. This meta-narrative should firstly provide a mechanism for discussing the fundamental entities under consideration, as well as the relationships between these and other, derived, concepts. Secondly, it should indicate what counts as valid knowledge, as well as legitimate ways of arriving at such knowledge. Thirdly, it should indicate how and where the concept of value arises in the content and practice of the subject. The meta-narrative should therefore provide a vehicle which encompasses the subject ontology, its epistemology and methodology, and its axiology (i.e., its ethics and aesthetics). In other words, the meta-narrative should provide a philosophy of that subject.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_adamirebecca_2014,
title = {Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education},
author = {Adami, Rebecca and Hållander, Marie},
year = {2014},
journal = {Journal of Philosophy of Education},
volume = {1},
number = {49},
pages = {1--13},
doi = {10.1111/1467-9752.12089},
language = {eng},
publisher = {: Oxford University Press (OUP)},
keywords = {education},
abstract = {In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.},
issn = {0309-8249}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2019,
title = {Educational Equality: A Politico-Temporal Approach},
author = {Wedin, Tomas},
year = {2019},
journal = {Journal of Philosophy of Education},
volume = {2},
number = {53},
pages = {248--272},
doi = {10.1111/1467-9752.12335},
language = {eng},
publisher = {Chichester : Oxford University Press (OUP)},
abstract = {In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with a specific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two—the tendency of presentism and the imaginary equality—as one problem complex, I maintain that the politico-temporal order that has emerged since the 1970s runs counter to democracy as a regime for enhancing political freedom. In light of this, the second purpose is to delineate a politically more dynamic way to tackle education as a politico-temporal challenge. I argue that Hannah Arendt's reflections on the role of education and her idea of the world offer ways to address the problem which calls into question the tenacious and with modernity concomitant division between traditionalism and progressivism. I maintain that we, by cutting across this division, open up for more viable ways of tackling education as a politico-temporal challenge.},
issn = {0309-8249}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mackjennifer_2019,
title = {An awkward technocracy: Mosques, churches, and urban planners in neoliberal Sweden},
author = {Mack, Jennifer},
year = {2019},
journal = {American Ethnologist},
volume = {1},
number = {46},
pages = {89--104},
doi = {10.1111/amet.12736},
language = {eng},
publisher = {: Wiley},
abstract = {In Sweden, an ostensibly secular-majority society, urban planners facilitate the construction of new churches and mosques for minority religious groups. In this work, they typically perceive themselves as neutral professionals relying on a technical education. But since the 1980s, Swedish civil servants, including planners, have transformed from experts to managers, and their interactions with clients for mosques and churches often reveal their opinions and preferences, including for modernism and secularism. These awkward encounters challenge the planners' technocratic understanding of their work, forcing them into a new kind of productive labor: as uncomfortable arbiters of difference and its public presence. This is a result of neoliberal governance, which has ambiguously expanded the types of European civil servants asked to manage minority groups, as well as the professional roles they must play. [urban planning, neoliberalism, secularism, mosques, churches, immigration, Sweden]},
issn = {0094-0496}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2020,
title = {Education and Risk: An Introduction},
author = {Enstedt, Daniel and Lindell, Ingrid},
year = {2020},
journal = {Educational Theory},
volume = {1},
number = {70},
pages = {5--9},
doi = {10.1111/edth.12401},
language = {eng},
publisher = {: Wiley},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2020_1,
title = {(Re)thinking Religious Studies},
author = {Enstedt, Daniel},
year = {2020},
journal = {Educational Theory},
volume = {1},
number = {70},
pages = {57--72},
doi = {10.1111/edth.12406},
language = {eng},
publisher = {: Wiley},
keywords = {gert biesta; philosophy of education; world religions paradigm; secularism},
abstract = {The world religions paradigm (WRP), often regarded as hegemonic in research and edu- cation in religious studies, has long been criticized for being modeled on predominantly Protestant, Christian, and Western ideas about religion, and thus running the risk of reductionism and of a fail- ure to recognize expressions of religion that do not fit this framework. Despite this, it is difficult to get rid of the prevailing WRP, especially in education. In addition, nonconfessional, nonreligious, secular education in religion may be biased by norms and values that assume that religion as such is outdated and irrational. The seemingly neutral, nonreligious, or agnostic position that is present in religious studies at the higher education level can then be seen as aligned with an institutional, not necessarily personal, secular bias that rules out religion from the very outset. Consequently, higher level education about religion runs the risk of presenting religion in terms of flawed stereo- types. In this article, Daniel Enstedt addresses these two interrelated and subject-specific problems by examining them through the lens of Gert J. J. Biesta’s educational philosophy, and in particular in relation to his discussion about the three domains of education: qualification, socialization, and subjectification.},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_8,
title = {Ethics Education in Democratic Pluralist Contexts},
author = {Franck, Olof},
year = {2020},
journal = {Educational Theory Special Issue: Education and Risk (Wiley)},
volume = {1},
number = {70},
pages = {73--88},
doi = {10.1111/edth.12410},
language = {eng},
publisher = {: Wiley},
keywords = {ethics education; subjectification; emancipatory education; democracy; good citizenship; biesta},
abstract = {In this article Olof Franck examines some prerequisites for the development of an emancipatory ethics education in pluralist contexts. He first formulates a platform for the examination with regard to Gert Biesta's educational philosophy, particularly with reference to perspectives on education, subjectification, and democracy, and then discusses the concepts of unexpectedness and risk, as these are approached and elaborated by Biesta, with reference to possible challenges when ethics is taught in pluralist contexts. Next, he poses the question: How can such an education contribute to the development of democratic dialogue and democratic relations as well as to students' subjectification — and emancipation? Franck closes with a discussion of an answer to this question that seems to follow from Biesta's approach; in it, he raises certain critical considerations with respect to that approach and also offers some suggestions for how to find ways to meet challenges to the development of democratic, emancipatory ethics education.},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2022,
title = {American Philosophy in Translation, Saito, Naoko Rowan & Littlefield International, 2019, Pp. 180.},
author = {Johansson, Viktor},
year = {2022},
journal = {Educational Theory},
volume = {2},
number = {72},
pages = {243--252},
doi = {10.1111/edth.12525},
language = {eng},
publisher = {: John Wiley & Sons},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2024_2,
title = {The Pedagogy of "As If"},
author = {Dahlbeck, Johan},
year = {2024},
journal = {Educational Theory},
volume = {2},
number = {74},
pages = {2},
doi = {10.1111/edth.12626},
language = {eng},
publisher = {: Wiley-Blackwell},
keywords = {fictions; ‘as if’; guidance of reason; exemplarism; spinoza; hans vaihinger},
abstract = {In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act “as if” they were already guided by reason.},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssoningrid_2024,
title = {Sylvia Wynter's Decolonial Philosophy: How Being Human Needs an Origin Story},
author = {Andersson, Ingrid},
year = {2024},
journal = {Educational Theory},
volume = {5},
number = {74},
pages = {780--798},
doi = {10.1111/edth.12662},
language = {eng},
publisher = {: Wiley},
keywords = {decolonial philosophy; education; hybrid human; origin stories; pedagogical approach; posthumanism; sylvia wynter},
abstract = {In this article, Ingrid Andersson discusses the decolonial philosophy of Sylvia Wynter, with a special focus on addressing her concepts of the hybrid human and origin stories. Andersson shows how Wynter's philosophizing about the being of being human is premised on an entanglement of nature and culture that is on par with the posthuman understanding of the ontological inseparability of matter and discourse. She goes on to interrogate some productive tensions between Wynter's decolonial philosophy and posthumanism by pointing out how Wynter's hybrid human formulates an understanding of human nature that is different in itself and not solely in relation to other nonhuman entities. In the final part of the article, she proposes how we, with Wynter, can devise a pedagogical approach that seeks to counteract harmful taxonomizing practices.},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundbergpraneec_2010,
title = {Spiritual care provided by Thai nurses in intensive care units},
author = {Lundberg, Pranee C. and Kerdonfag, Petcharat},
year = {2010},
journal = {Journal of Clinical Nursing},
volume = {7},
number = {19},
pages = {1121--1128},
doi = {10.1111/j.1365-2702.2009.03072.x},
language = {eng},
publisher = {: Wiley},
keywords = {intensive care; nurses; spiritual care; thailand; medicine},
abstract = {AIM The aim of this study was to explore how Thai nurses in intensive care units of a university hospital in Bangkok provided spiritual care to their patients. BACKGROUND The function of nursing is to promote health, prevent illness, restore health and alleviate suffering. An holistic approach to this promotion includes spirituality. DESIGN An explorative qualitative study was used. METHOD Thirty Thai nurses, selected through purposive sampling with the snowball technique, participated voluntarily. Semi-structured interviews with open-ended questions were carried out, taped-recorded, transcribed verbatim and subjected to content analysis. RESULTS Five themes related to the provision of spiritual care emerged: giving mental support, facilitating religious rituals and cultural beliefs, communicating with patients and patients' families, assessing the spiritual needs of patients and showing respect and facilitating family participation in care. Several ways of improving the spiritual care were suggested by the nurses. CONCLUSIONS Spirituality was an important part of the care for the nurses when meeting the needs of their patients and the patients' families. Therefore, nursing education should enhance nurses' understanding and awareness of spiritual issues and prepare them to respond to human spiritual needs. RELEVANCE TO CLINICAL PRACTICE Nurses should consider spirituality as an important component of holistic care. During their professional career, they should expand their knowledge and understanding of spirituality and develop tools for assessment of spiritual needs.},
issn = {0962-1067}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2009_1,
title = {Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism},
author = {Bergdahl, Lovisa},
year = {2009},
journal = {Journal of Philosophy of Education},
volume = {1},
number = {43},
pages = {31--44},
doi = {10.1111/j.1467-9752.2009.00662.x},
language = {eng},
publisher = {Oxford : Blackwell Publishing},
keywords = {translation; religious pluralism; benjamin; derrida; habermas; education},
abstract = {In recent years, there have been reports about increased religious discrimination in schools. As a way of acknowledging the importance of religion and faith communities in the public sphere and to propose a solution to the exclusion of religious citizens, the political philosopher Ju¨rgen Habermas suggests an act of translation for which both secular and religious citizens are mutually responsible. What gets lost in Habermas’s translation, this paper argues, is the condition that makes translation both necessary and (im)possible. Drawing on Walter Benjamin’s notion of the mysterious untranslatable and the task of the translator, the paper approaches translation as an ethical process involving risk, asymmetry and uncertainty. Not knowing where this risk will lead, the paper takes the ethical ambivalence at play in Jacques Derrida’s notion of the untranslatable and explores this in relation to religious difference in education. It argues that the untranslatable needs to be acknowledged in terms of a respect for difference and a limit to narration, if students with religious convictions are not to be further violated in schools.},
issn = {0309-8249}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2010,
title = {The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation},
author = {Johansson, Viktor},
year = {2010},
journal = {Educational Theory},
volume = {4},
number = {60},
pages = {469--486},
doi = {10.1111/j.1741-5446.2010.00371.x},
language = {eng},
publisher = {Hoboken, USA : Wiley},
keywords = {wittgenstein; cavell; difference; dissonance; education; teacher education; child; practical philosophy; praktisk filosofi},
abstract = {Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.},
issn = {0013-2004}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schenklinda_2021,
title = {Socioscientific Issues in Science Education: An opportunity to Incorporate Education about Risk and Risk Analysis?},
author = {Schenk, Linda and Hamza, Karim and Arvanitis, Leena and Lundegård, Iann and Wojcik, Andrzej and Haglund, Karin},
year = {2021},
journal = {Risk Analysis},
volume = {12},
number = {41},
pages = {2209--2219},
doi = {10.1111/risa.13737},
language = {eng},
publisher = {: Wiley},
keywords = {school science education; socioscientific issues; teaching; teknikvetenskapens lärande och kommunikation; education and communication in the technological sciences},
abstract = {Socioscientific issues (SSI) concern social issues, often lacking simple solutions, that relate to science and often also risk controversies. SSIs have become an established part of science education, aiming to teach students not only about content knowledge but also about the nature of science and to offer them practice in argumentation and decision making. We performed a scoping review of the literature on SSI in science education research, in order to investigate if the topics covered would lean themselves to education about risk, and if risk is raised in these works. Using Web of Science we identified 296 empirical publications and 91 theoretical or review publications about SSI teaching in science education. The empirical publications covered studies performed in primary to tertiary school, most commonly upper secondary school (32%). The most frequently taught SSI themes were nature conservation, biotechnology, and climate change. Despite that these, as most of the other identified themes, clearly are connected to risk analysis and risk management, few publications raised the concept of risk and the methods of risk analysis. In fact, almost half (empirical: 48%, theoretical: 49%) did not mention risk at all. We argue that SSIs present an opportunity for risk researchers to engage with educators to incorporate risk in school science education and to contribute in developing teaching materials suitable toward that aim.},
issn = {0272-4332}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bereketeabredie_2020,
title = {Education as an instrument of Nation-Building in Postcolonial Africa},
author = {Bereketeab, Redie},
year = {2020},
journal = {Studies in Ethnicity and Nationalism},
volume = {1},
number = {20},
pages = {71--90},
doi = {10.1111/sena.12317},
language = {eng},
publisher = {: Wiley},
keywords = {education; nation-building; postcolonial},
abstract = {The article examines the role of education in nation‐building in postcolonial Africa. The postcolonial African nationalist leaders faced formidable challenges in building new nations out of disparate ethnic, religious, cultural, and linguistic groups, particularly as regards the two intimately related processes of deconstruction and construction. While deconstruction entailed dismantling the structures, institutions, and power relations of the colonial period, construction entailed replacing them with relevant national institutions, structures, authorities, and mechanisms. Education was to advance the process of construction and transformation as a pedagogical instrument for cultivating a national identity by fostering integration and cohesion. One of the nationalist leaders’ biggest mistakes, however, was to adopt a homogenizing strategy of nation‐building. The paper subscribes to the conception of heterogeneity as a nation‐building strategy, where ethnic and civic (sub‐national and national) layers constitute the nation. The overall focus of the article is a conceptual and theoretical analysis of the nexus between education and nation‐building in postcolonial Africa. The central argument is that education plays a decisive role in nation‐building in Africa. Eritrea is selected as an empirical case study to advance this argument.},
issn = {1473-8481}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2013,
title = {Bernadette McNary-Zak and Rebecca Todd Peters (eds.), Teaching Undergraduate Research in Religious Studies},
author = {Aldrin, Viktor},
year = {2013},
journal = {Teaching Theology and Religion},
volume = {3},
number = {16},
pages = {293--294},
doi = {10.1111/teth.12055},
language = {eng},
publisher = {: Wiley},
keywords = {theology; higher education},
issn = {1368-4868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2013_1,
title = {Teaching Undergraduate Research in Religious Studies. Edited by Bernadette McNary-Zak and Rebecca Todd Peters. AAR Teaching Religious Studies Series.},
author = {Aldrin, Viktor},
year = {2013},
journal = {Teaching Theology and Religion},
volume = {3},
number = {16},
pages = {293--294},
doi = {10.1111/teth.12055},
language = {eng},
publisher = {Chichester : Wiley-Blackwell},
keywords = {högskolepedagogik; recension},
issn = {1368-4868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2013_2,
title = {Evaluating e-Learning: Guiding Research and Practice. By Rob Phillips, Carmel McNaught, and Gregor Kennedy.},
author = {Aldrin, Viktor},
year = {2013},
journal = {Teaching Theology and Religion},
number = {16},
pages = {1},
doi = {10.1111/teth.12065},
language = {eng},
publisher = {Chichester : Wiley},
keywords = {e-learning; ikt},
issn = {1368-4868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2014_3,
title = {Learning with adults: a critical pedagogical introduction. By Leona M. English and Peter Mayo.},
author = {Aldrin, Viktor},
year = {2014},
journal = {Teaching Theology and Religion},
volume = {3},
number = {17},
pages = {293--294},
doi = {10.1111/teth.12231},
language = {eng},
publisher = {Oxford, United Kingdom : Wiley-Blackwell},
keywords = {recension; vuxenutbildning},
issn = {1368-4868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundmarkmikael_2021,
title = {Reflections on theological education in non-traditional theological contexts: The case of the course Theology of Medicine and Nursing},
author = {Lundmark, Mikael},
year = {2021},
journal = {Teaching Theology and Religion},
volume = {2},
number = {24},
pages = {117--121},
doi = {10.1111/teth.12582},
language = {eng},
publisher = {: John Wiley & Sons},
keywords = {education; medicine; teaching; theology},
abstract = {Considering the case of a Swedish university course called Theology of Medicine and Nursing, the essay describes how to establish new and relevant arenas for practical theology by teaching theology in non-traditional theological contexts. Such endeavor requires passion, context and interdisciplinarity, in which the designer and teacher of the course “theology of X,” where X is the context in question, is passionate about theology and X. It is suggested that the teacher has personal experiences of X as well as being a trained theologian (interdisciplinarity) and to design the course so it attracts both theologians and people from the context of X. This creates a dynamic mix in the course of academic (conventional) theology students and students passionate about X that the essay argues is pedagogically important when trying to stimulate to theological reflexions on X.},
issn = {1368-4868}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bjelobabasonja_2020,
title = {Academic Integrity Teacher Training: Preventive Pedagogical Practices on the Course Level},
author = {Bjelobaba, Sonja},
year = {2020},
journal = {Integrity in Education for Future Happiness},
pages = {9--18},
doi = {10.11118/978-80-7509-772-9-0009},
language = {eng},
publisher = {Brno : Mendel University in Brno},
keywords = {academic integrity; plagiarism; teacher training; teaching in learning in higher education; akademisk integritet; plagiering; högskolepedagogik; högre utbildning; education},
abstract = {More often than not, academic integrity as a discipline is defined by stating what it is not. Instead of focusing on what we want our students to do, we tell them that they should not cheat, plagiarize, collude, falsify or fabricate data, or engage in contract cheating. When defined in this way, academic integrity focuses on corrections of students’ behaviour, detection, and punishment, still generally managing to avoid explaining to students what we want them to do instead. Academic integrity can – and should – be defined in other ways, as a set of positive values or an agreement with ethical and professional principles, standards and practices that involve the whole institution. Such a change in the definition inevitably changes our teaching of academic integrity: instead of correcting students’ behaviour, different methods of the preventive and pedagogical promotion of academic integrity can be explored. One of them is an integration of academic integrity across the curriculum thus permeating all higher education. In order to achieve that, educational measures should not only be aimed at students, but to their teachers as well. In this paper a structure of an academic integrity teacher training workshop is presented with a focus on the integration of academic integrity in the curriculum through constructive alignment and the examples of different preventive pedagogical practices.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_johni_2012,
title = {ACCEPTANCE OF SCREENING FOR INTIMATE PARTNER VIOLENCE, ACTUAL SCREENING AND SATISFACTION WITH CARE AMONGST FEMALE CLIENTS VISITING A HEALTH FACILITY IN KANO, NIGERIA},
author = {John, I and Lawoko, S and Oluwatosin, A},
year = {2012},
journal = {INJURY PREVENTION},
number = {18},
pages = {182},
doi = {10.1136/injuryprev-2012-040590q.15},
language = {eng},
publisher = {: BMJ},
abstract = {Healthcare providers have advocated for the screening and management of Intimate Partner Violence (IPV) against women and its consequences. Unfortunately, data from high income countries suggest that women may have varied preferences for being screened for IPV in healthcare. Although women's preference for screening in sub-Saharan countries has not been well researched, IPV remains an accepted societal norm in many of these countries, including Nigeria.ObjectiveThe objective of the study was to assess women's acceptance of screening for IPV in healthcare, the extent to which inquiry about IPV was carried out in healthcare and whether such inquiry impacted on satisfaction with care.MethodData on these variables were gathered through structured interviews from a sample of 507 women at a regional hospital in Kano, Nigeria. The study design was cross-sectional.ResultsThe results found acceptance for screening in the sample to be high (76%), but few women (7%) had actually been probed about violence in their contact with care providers. Acceptance for screening was associated with being married and being employed. Actual screening was associated with ethnicity and religion, where ethnic and religious majorities were more likely to be screened. Finally, being screened for IPV seemed to improve satisfaction with care.SignificanceThe findings demonstrate the need for adaptation of a screening protocol that is also sensitive to detect IPV amongst all ethnic and religious groups. The findings also have implications for further education of socio-economically disadvantaged women on the benefits of screening.},
issn = {1353-8047}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hjrpejan_2015,
title = {Essentialism or an Anthropological Approach: The Role and Function of the Scientific Study of Religion in a Historical Perspective},
author = {Hjärpe, Jan},
year = {2015},
journal = {Numen},
volume = {2},
number = {62},
pages = {301--320},
doi = {10.1163/15685276-12341367},
language = {eng},
publisher = {: Brill},
abstract = {The study of religion has its historical origin in the confessional education of religious functionaries, which has influenced the structuring of the study. The order of the topics studied has been, as a rule, first, languages relevant for the study of the normative texts, then the interpretation of these texts, followed by the historical development within the religion, its doctrines (systematic theology), and its practical application (ethics, practical theology). This order of the study is very relevant for priests, pastors, and preachers. It has a certain normative purpose. But it is problematic when the same structure is followed in the empirical study, description, and analysis of how religious tradition is selected and functions in the contemporary, modern, globalized society. A more appropriate structuring is a combination of psychological, sociological, and political approaches, taking into account that religions constitute very changing phenomena, that religious belonging is only one of an individual's many "identities," and that religious leaders and their pronouncements are not very representative for the actual functions of religion for the individual, the society, and the political life. The problematic is illustrated by a number of doctoral dissertations from the late twentieth and early twenty-first centuries.},
issn = {0029-5973}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_pedersenhelena_2025,
title = {Unmaking},
author = {Pedersen, Helena and Parkinson, Claire},
year = {2025},
journal = {Society and Animals},
volume = {4},
number = {33},
pages = {454--457},
doi = {10.1163/15685306-bja10241},
language = {eng},
publisher = {: Brill},
keywords = {animal body; pain; slaughterhouse},
abstract = {This vignette considers the animal body and pain in settings of animal production, experimentation, slaughter and captivity.},
issn = {1063-1119}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_emanuelssonjimmy_2014,
title = {Islam and the sui-generis discourse: Representations of Islam in textbooks used in introductory courses of religious studies in Sweden},
author = {Emanuelsson, Jimmy},
year = {2014},
journal = {Method & Theory in the Study of Religion},
volume = {1},
number = {26},
pages = {99--107},
doi = {10.1163/15700682-12341284},
language = {eng},
publisher = {: Brill},
keywords = {consensus-difference; insider-outsider; islam; muslims; sui-generis discourse; textbooks},
abstract = {After the attacks of September 11, 2001, some professional scholars of Islam argued that the terrorists involved in the attacks were not really Muslims, but hijackers of Islam. According to other scholars, such arguments reflect a common sui-generis discourse in religious studies which stresses the autonomy of religious phenomena and the priority of faith over cultural production. The scholars in favor for a naturalistic approach in religious studies argues that, in order to approach religion in a naturalistic way, we have to be critical of representations of religion-and in this case representations of Islam-drawing on a sui-generis discourse. The aim of this article is to investigate how Islam is represented in textbooks used in religious studies introductory courses in Sweden. The article shows how the texts and textbooks are drawing on sui-generis discourses to invent consensus in favor of difference, when representing Islam and Muslims. © 2014 Koninklijke Brill NV, Leiden.},
issn = {0943-3058}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_enstedtdaniel_2022_2,
title = {A Response to Wolfart's "religious Literacy": Some Considerations and Reservations},
author = {Enstedt, Daniel},
year = {2022},
journal = {Method and Theory in the Study of Religion},
volume = {5},
number = {34},
pages = {453--464},
doi = {10.1163/15700682-bja10079},
language = {eng},
publisher = {: Brill},
keywords = {educational philosophy; ex-theology; gert j.j. biesta; religious education; religious literacy},
abstract = {This text addresses three related aspects of Wolfart's article on religious literacy: The critique of assumptions on the outcome of increased religious literacy, questions about the purpose of religious education, and the suggestion that religious studies are ex-theological. Although the predictability of the results of certain classroom activities presents a fundamental problem, I argue that the tentative and generic abilities highlighted in the religious literacy discourse may function as a starting point to elaborate on a better definition of religious literacy in religious studies. Moreover, based on Biesta's educational philosophy, I argue that the religious literacy discourse is about learnification in rhetorical disguise as value-based education. Instead, I suggest that the purpose of religious education should be (re)considered from Biesta's three dimensions of qualification, socialization, and subjectification. Finally, I problematize Wolfart's suggestion that religious studies are ex-theological and conclude that, although there are a theological dimension and a genealogy to be observed in the religious literacy discourse, other kinds of scholarly aspects are also worth exploring further.},
issn = {0943-3058}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonper_2001_3,
title = {The Swedish Vicar and Change: A Problematic Mismatch},
author = {Hansson, Per and Andersen, Jon Aarum},
year = {2001},
journal = {Journal of empirical theology},
volume = {1},
number = {14},
pages = {43--56},
doi = {10.1163/157092501X00037},
language = {eng},
publisher = {: Brill Academic Publishers},
keywords = {church studies; kyrkovetenskap; education},
abstract = {The Church of Sweden (Lutheran) was disestablished on January 1, 2000. The new situation in the Church clearly calls for organizational change. Using well-known test instruments, 240 Swedish vicars were asked about their leadership style, decision-making style, motivation profile and perceived operational demands. The questionnaires were related to a model of leadership strength for initiating and implementing organizational change. The results indicate that most vicars have a relationship-oriented leadership style. Most are feeling types in their decision-making style. Almost 60% were affiliation motivated. Almost 80% perceived relational operational demands to be most important. It is assumed that managers who have a change-centered leadership style, who are intuitive in decision-making style, power motivated and see urgent demands for change and development, will have an optimal capacity for implementing major changes in their organizations. This means that only 1% of the vicars seem to have a propensity for change at a time when many think that change is crucial for the Church.},
issn = {0922-2936}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schnaufere_2023,
title = {Developing a Research Tool for Investigating Religious Knowledge as Part of Religious Literacy: The Questionnaire- First Results- Possibilities for International Comparisons},
author = {Schnaufer, E. and Rutkowski, M. and Rasanen, A. and Osbeck, Christina and Schweitzer, F.},
year = {2023},
journal = {Journal of Empirical Theology},
volume = {2},
number = {35},
pages = {223--250},
doi = {10.1163/15709256-20231146},
language = {eng},
publisher = {: Brill},
keywords = {religious knowledge; religious literacy; international assessment; world religions; quantitative research; interreligious knowledge; religious education; test},
abstract = {This article makes international debates on religious literacy as well as forms of assess-ment in RE related to these debates its starting point by identifying the lack of an empirical basis for the respective discussions. A questionnaire for 15-year-old pupils with a focus on religious knowledge, based on prior studies and tried out in Finland, Germany and Sweden is introduced. The results, although not representative, allow for comparative evaluation, comparing the results at country level and in reference to different kinds of religion-related knowledge. Possible influences of the different cur-ricula are identified by comparing different degrees of familiarity with certain topics or religions in relation to when the respective curriculum foresees them being treated. The article is meant to demonstrate that meaningful international research on reli-gious knowledge as part of religious literacy is possible, that its results could inform RE and show the possible value of developing such efforts further.},
issn = {0922-2936}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_westerlundkatarina_2021_1,
title = {“And the Word was made flesh?”: Exploring young people’s situated learning in leadership and spirituality in a secular context},
author = {Westerlund, Katarina},
year = {2021},
journal = {Journal of Youth and Theology},
volume = {2},
number = {20},
pages = {142--164},
doi = {10.1163/24055093-02002006},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
keywords = {christian spirituality – leadership – secularization – situated learning – sweden – young volunteers.; empirisk-praktiska studier av religion och teologi; empirical-practical studies of religion and theology},
abstract = {This article explores the situated learning found among 18 young volunteers taking part in an education programme about leadership and Christian spirituality in the Church of Sweden. Focus group interviews and observations are analysed in the framework of situated learning, using legitimate peripheral participation as a lens. The study shows how the young people, through the education programme, formed a safe community where new identities were shaped through participating in new ways of worship, making pilgrimages, engaging in peer dialogue, and in reflection. They also gained new perspectives and models for volunteering. The young people´s experience of living in a secular culture presents challenges to their identity formation and to their ongoing spiritual practice and development. The use of situated learning provides a deeper understanding of the process of learning in spirituality and of the problems associated with conflicting communities of practice.},
issn = {1741-0819}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rinneemmi_2024,
title = {The Meaning of Religion and Spirituality in the Lives of Youth: The Case of Finnish Christian School Students},
author = {Rinne, Emmi and Räihä, Pekka and Kuusisto, Arniika and Kallioniemi, Arto},
year = {2024},
journal = {Journal of Youth and Theology},
volume = {1},
number = {23},
pages = {124--150},
doi = {10.1163/24055093-bja10045},
language = {eng},
publisher = {: Brill},
keywords = {religion; personal religious worldview; resource; challenge; youth; experience; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science},
abstract = {Amongst the complex changes in youth, religious development is also particularly salient. This paper analyzes what is the meaning of religion in youth and what are the possible stress factors that one might encounter when upholding a religious worldview in today’s world. The participants of this study were 41 grade 9 students (ages 15–16) attending four different Finnish Christian schools. The results reveal that religion plays a significant role in the lives of the youth. Furthermore, personal faith functioned as a resource in multiple ways, enabling the youth to experience their life as meaningful. Moreover, according to the youth, a personal religious worldview enabled them to find hope, comfort and strength in different life situations. However, religion was also experienced as a stress factor causing challenges in life, such as being subjected to bullying and discrimination. Still, even then the youth viewed religion as an essential part of their life.},
issn = {1741-0819}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015_4,
title = {What does conceptualisation of religion have to do with religion in education?},
author = {Skeie, Geir},
year = {2015},
journal = {Issues in Religion and Education: Whose Religion?},
pages = {126--155},
doi = {10.1163/9789004289819_008},
language = {eng},
publisher = {Boston : Brill Academic Publishers}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2017_1,
title = {The Study of Islamic Education: A Litmus Test on State Relations to Muslim Minorities},
author = {Berglund, Jenny},
year = {2017},
journal = {Method and Theory in the Study of Religion},
pages = {232--258},
doi = {10.1163/9789004347878_012},
language = {swe},
publisher = {: Brill Academic Publishers},
keywords = {islam; islamic education; religious education; minority rights; historical studies; historiska studier},
abstract = {In this paper I argue that it is possible to understand publicly funded religious education as a litmus test for church-state-society relations and that the specific study of publicly funded Islamic education can be seen as a litmus test for the relation between various Western democracies and their Muslim minority populations.[1] I will compare and analyze state funded Islamic education in eight European countries pointing to the transformations and adaptations that Muslim communities have, on different levels, done to fit into each educational setting. The presentation shows that issues of integration, social cohesion, but also Islamophobia in each national setting affect what in the end becomes Islamic education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundcarljohan_2018,
title = {Interpreting Readers: The Role of Greco-Roman Education in Early Interpretation of New Testament Writings},
author = {Berglund, Carl Johan},
year = {2018},
journal = {Scriptural Interpretation at the Interface between Education and Religion},
pages = {204--247},
doi = {10.1163/9789004385696_011},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
keywords = {literary criticism; education; new testament interpretation; nya testamentets exegetik; new testament exegesis},
abstract = {In this paper, the organization and content of Greco-Roman education are described, the social interaction within ancient high literary culture is depicted, and a selection of the techniques and principles that guided Greek and Latin literary critics are presented. Evidence for early Christian participation in these cultural expressions are discussed, as well as factors behind second-century adoption of literary criticism for interpreting New Testament writings.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2019_2,
title = {Sociological Perspectives on Religion and Education},
author = {Berglund, Jenny},
year = {2019},
journal = {Religion and Education},
pages = {46--60},
doi = {10.1163/9789004412958_002},
language = {eng},
publisher = {: Brill Academic Publishers},
keywords = {religious education; religion; school; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hrstedtaxel_2021,
title = {Latin, Protestantism and Moral Conduct: Textbooks in Sweden in the Era of Reformation},
author = {Hörstedt, Axel},
year = {2021},
journal = {Exploring Textbooks and Cultural Change in Nordic Education 1536–2020},
pages = {29--47},
doi = {10.1163/9789004449558_004},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
abstract = {This chapter is concerned with the curriculum reading in the so-called learned school in Sweden from the mid sixteenth to the early seventeenth century. During the Reformation process, Swedish education was reshaped according to the new faith. The first official school regulations were issued as part of the Church Law of 1571. In these regulations, humanist education was combined with schoolbooks emphasising Protestantism. Latin was studied through Classical authors such as Cicero, while fundamental protestant books such as the catechism, the Bible and theological compendia implemented the Lutheran faith. The school regulations of 1611 were a means to establish Swedish education further. In the 1620s the first gymnasia were founded for which there were initially no national regulations. Local regulations were issued in which the preferences of each bishop are visible in prescribed books. The schoolbooks and the overall curriculum content used in Swedish education mirror the fact that the forces behind Swedish education Reformation reforms were leading theologians. The chapter shows that three features are discernible in curricula: the importance of knowledge of Latin, the implementation of Protestant faith and the emphasis on moral conduct.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_12,
title = {Exploring Practical Knowledge: Life-World Studies of Professionals in Education and Research},
year = {2023},
doi = {10.1163/9789004547360},
language = {eng},
publisher = {Brill Academic Publishers},
abstract = {Exploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice.This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research Group Value-Oriented Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge – including the limits to any articulation of these aspects of professional action.In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdisciplinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schwarzeva_2023,
title = {Studies in Practical Knowledge: Discipline, Philosophy, Plurality},
author = {Schwarz, Eva and McGuirk, James},
year = {2023},
journal = {Exploring Practical Knowledge},
pages = {25--42},
doi = {10.1163/9789004547360_003},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
abstract = {As a discipline, practical knowledge is relatively new. Over recent years it has emerged and grown, but there are still only in two places internationally where you can explicitly study it (Nord University in Norway and Södertörn University in Sweden). On the other hand, the main questions of practical knowledge, as they relate to knowledge, are age old philosophical questions, while other questions dealt with implicate other disciplines (cognitive science, pedagogy, work-life research, etc.). As such, practical knowledge is interdisciplinary and should perhaps be considered a set of questions rather than a discipline. But if it can be considered a discipline, then it needs a principle of unity. Perhaps this is the lived exercise of practice and joint philosophical reflection. In the proposed chapter, this is fleshed out in terms of consideration of (a) who the students and researchers of practical knowledge are – what is it that motivates them to study (participant and field plurality)? (b) what are the key resources of practical knowledge that can allow us to ask these questions (disciplinary plurality) and how is practical knowledge related to philosophy as a discipline? (c) what are the spaces of the study of practical knowledge, what happens here and what is the potential for development? Based on this analysis, we will develop a core idea of practical knowledge as a unity that is based on plurality and put in in a framework of a contemporary debate on the relation between science and lived experience as well as philosophy and practice.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_cederbergcarl_2023,
title = {Narrating Alienation: Critical Accounts of the Estrangement of Professional Knowledge},
author = {Cederberg, Carl},
year = {2023},
journal = {Exploring Practical Knowledge},
pages = {133--150},
doi = {10.1163/9789004547360_009},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
abstract = {Starting from excerpts of practioners’ accounts of alienated processes in their work life, this chapter investigates the notion of alienation in the era of neoliberalism and New Public Management. Drawing on Rahel Jaeggi’s retreatment of Marx’s theory of alienation, and elaborating upon Wendy Brown’s account of neoliberal rationality, I claim that the contemporary focus on measurability and control can be viewed as alienating the practical knowledge of the professional. I go on to explore how professionals’ reflective narratives might serve as a way of critiquing contemporary forms of alienation.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ratkiadrian_2023,
title = {Theory of Practical Knowledge and Recognition of Prior Learning},
author = {Ratkić, Adrian},
year = {2023},
journal = {Exploring Practical Knowledge},
pages = {169--183},
doi = {10.1163/9789004547360_011},
language = {eng},
publisher = {Leiden : Brill Academic Publishers},
abstract = {This chapter raises the question how theory of practical knowledge can be applied to contribute to the practice and theory of validation (i.e. recognition of prior learning). The focus of the investigation is on a problem that is at the core of validation: how can assessment for validation be, at the same time, reliable and valid. In contemporary research on validation the trustworthiness of assessment is discussed in terms of validity and reliability, two ideals drawn from the social and natural sciences. Research on the recognition of prior learning suggests that the relation between reliability and validity of assessment tends to be inversely proportional. If validity increases then reliability decreases and vice versa. This leads to a problem in the practice of validation. Why? Because it puts practitioners under pressure of satisfying both ideals at the same time. Practitioners try to increase reliability by formalizing assessment procedures, though formalization tends to render invisible and exclude informal knowledge. Using an example of validation from vocational education this chapter shows how this contradiction can be overcome, or at least be eased up, by seeing the problem from the point of view of the theory of practical knowledge.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2023_1,
title = {Fictionalism: The Art of Teaching Truth Disguised as Lies},
author = {Dahlbeck, Johan},
year = {2023},
doi = {10.1163/9789004689817},
language = {eng},
publisher = {Brill Academic Publishers},
keywords = {fictionalism; vaihinger; ‘as if’; spinoza; exemplarism; philosophy of education},
abstract = {Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bunarnihad_2010,
title = {The Geographies of Education and Relationships in a Multicultural City Enrolling in High-Poverty, Low-Performing Urban Schools and Choosing to Stay There},
author = {Bunar, Nihad},
year = {2010},
journal = {Acta Sociologica},
volume = {2},
number = {53},
pages = {141--159},
doi = {10.1177/0001699310365732},
language = {eng},
publisher = {: SAGE Publications},
keywords = {community discourse; multicultural; school choice; stigmatization; urban schools},
abstract = {Given the institutional and financial opportunity to choose any school public or private/independent - in the city, how are we to understand students choosing to stay in their low-performing, high-poverty schools with bad reputations? Drawing on interviews with 53 students from two urban schools in Stockholm and Malmo, as well as on the secondary literature and theoretical perspectives on community discourse and the freedom of choice policy, I argue that we will never understand why students choose to stay if we consider only the values of the pedagogical commodities exchanged in the educational quasi-market. The analytical gaze ought to embrace sociological perspectives on the local community and schools, including individual strategies in relation to school choice and the power of relations, categorization and stigmatization. Thus, I conclude that neither deficiency in information, transportation costs and time nor some murky cultural-religious incentives are behind the decision to stay. The major incentive can be found in the ongoing negotiations between different aspects of community and school discourse that young people develop, whereby, among other things, the prospect of losing a network and the feeling of safety and becoming an outsider in exchange for gaining access to a 'Swedish' middle-class school is, for the time being, not deemed a fair deal.},
issn = {0001-6993}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wassencecilia_2012,
title = {On the Education of Children in the Dead Sea Scrolls},
author = {Wassen, Cecilia},
year = {2012},
journal = {Studies in religion},
volume = {3},
number = {41},
pages = {350--363},
doi = {10.1177/0008429812441339},
language = {eng},
publisher = {: SAGE Publications},
keywords = {education; children; the rule of the congregation; 1qsa; 4q266; the damascus document; renewal of the covenant ceremony; nya testamentets exegetik; new testament exegesis; old testament exegesis; gamla testamentets exegetik},
abstract = {This article examines three passages from the Rule of the Congregation and the Damascus Document that pertain to the topic of children's education. The education of children was considered important within the Qumran movement, which is evident in the curriculum in 1QSa and the fact that such a high-level official as the Examiner had a supervisory role over the teaching. In contrast to the level of education of children in Jewish society in general at the turn of the era, which appears to have been quite rudimentary and consisting mainly of memorization, it appears that children within the movement received a thorough education in both reading and writing. The content of the teaching focused on the laws of the Torah and the Book of Hagu, which is an unknown composition. It is likely that both boys and girls received some education.},
issn = {0008-4298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hutchingstim_2015,
title = {E-Reading and the Christian Bible},
author = {Hutchings, Tim},
year = {2015},
journal = {Studies in religion},
volume = {4},
number = {44},
pages = {423--440},
doi = {10.1177/0008429815610607},
language = {eng},
publisher = {: SAGE Publications},
keywords = {e-reading; digital religion; digital bible; digital publishing; religion and mobile apps; la lecture electronique; la religion numerique; la bible numerique; la publication numerique; la religion et les applications mobiles},
abstract = {The Christian Bible is now available in thousands of digital forms, re-imagined for electronic reading on mobile, tablet and desktop screens. This article introduces findings from an online survey of digital Bible users, analysing their demographics, reading practices, motivations and experiences. Survey responses are analysed in conversation with recent debates among Christian commentators and broader arguments in the study of e-reading in education and other contexts. Religious e-reading shows some distinctive and unexpected features, in comparison with reading in other contexts, and this article proposes some initial hypotheses about the impact of digital media on sacred text.},
issn = {0008-4298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2015,
title = {Interpretivism and Causal Explanations: A Case from Educational Research},
author = {Matta, Corrado},
year = {2015},
journal = {Philosophy of the social sciences},
volume = {6},
number = {45},
pages = {543--567},
doi = {10.1177/0048393115595961},
language = {eng},
publisher = {: SAGE Publications},
keywords = {interpretivism; causal explanation; action explanation; social norms; education; pedagogics and educational sciences},
abstract = {This article criticizes a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. I criticize this standpoint by reconstructing a case of educational research. As I argue, the case I analyze indicates that the arguments in support of interpretivism are contradicted by what social researchers can actually achieve. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic.},
issn = {0048-3931}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2019,
title = {Qualitative Research Methods and Evidential Reasoning},
author = {Matta, Corrado},
year = {2019},
journal = {Philosophy of the social sciences},
volume = {5},
number = {49},
pages = {385--412},
doi = {10.1177/0048393119862858},
language = {eng},
publisher = {: Sage Publications},
keywords = {qualitative methods; evidential reasoning; methodological separatism; defeasible reasoning; vetenskapsteori; kvalitativ metod; forskningsmetodik; education},
abstract = {This article discusses the concept of evidential reasoning in the context of qualitative research methods in the social sciences. A conceptualization of qualitative evidential reasoning is proposed. This conceptualization is based on the analysis of an example of qualitative methods applied to the study of music education. I argue that this conceptualization identifies specific and nontrivial conditions for qualitative evidential reasoning and, at the same time, supports the claim that there is no essential methodological separation regarding evidence between quantitative and qualitative methods.},
issn = {0048-3931}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2024,
title = {The Explanatory Power of Discourse Analysis},
author = {Matta, Corrado},
year = {2024},
journal = {Philosophy of the social sciences},
volume = {5},
number = {54},
pages = {363--386},
doi = {10.1177/00483931241255229},
language = {eng},
publisher = {: Sage Publications},
keywords = {discourse analysis; constitutive explanations; qualitative research methods; discursive institutionalism; practical philosophy; education},
abstract = {This paper discusses the explanatory power of discourse analysis, an approach to typically considered one of the main qualitative methods for data analysis. Although discourse analysis is typically not used to develop explanatory models, some have claimed that discourse models can causally explain social phenomena, such as institutional change. I analyze a case of institutional change to discuss and provide arguments for two claims. First, discourse analysis cannot generate causal explanations of social phenomena. Secondly, discourse analysis can generate non-causal explanations, specifically constitutive explanations of social phenomena. I conclude the paper by discussing possible implications for social research.},
issn = {0048-3931}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2022,
title = {Military Competence-in-Use in the Expeditionary Era: A Swedish Example From Missions Abroad},
author = {Victor Tillberg, Lotta and Kaulio, Matti and Tillberg, Peter and Haglund, John},
year = {2022},
journal = {Armed forces and society},
volume = {2},
number = {50},
pages = {476--496},
doi = {10.1177/0095327x221118928},
language = {eng},
publisher = {: Sage Publications},
keywords = {military competence; competence-in-use; dialogue seminar method; critical incident technique; other research area; annat forskningsområde},
abstract = {In Swedish military policy, the concept of kompetens (competence) describes the skills and capability of military personnel. Furthermore, “competence-in-use,” a multidimensional conceptual tool, has been used for decades in Swedish military instruction and training without having ever been empirically proven. In this pilot study, designed as an exploratory case study, we will try to connect theory to practice by examining the actual situations in which military competence is used. This article has two aims: First, to examine the relevance of the concept of competence-in-use in Swedish military practice abroad, and second, to combine and evaluate two methods in an exploratory case study. To capture firsthand experiences of real combat situations, we selected a sample of 28 firsthand narratives from Swedish service members. Our mapping identifies the blurred transition between combat and noncombat situations. By way of conclusion, we suggest that our analysis tool is further tested, for example, in comparative studies between nations.},
issn = {0095-327X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rosenbergpatricia_2013,
title = {The difference between living biblically and just imagining it: A study on experiential-based learning among Swedish adolescents},
author = {Rosenberg, Patricia and Sikström, Sverker and Garcia, Danilo},
year = {2013},
journal = {School Psychology International},
volume = {5},
number = {34},
pages = {566--572},
doi = {10.1177/0143034312471468},
language = {eng},
publisher = {: SAGE Publications},
keywords = {bible; experiential-based learning; latent semantic analyses; religion; semantic test; sweden; word frequency},
abstract = {As an assignment in their course on worldwide religions, a group of Swedish High School pupils followed 12 biblical rules for two weeks, while another group from the same school just imagined the experience. Groups were asked to reflect and write down either how it was (experience) or how it would have been (imagine) to follow the rules. By applying a semantic test, based on a Latent Semantic Analysis generated representation of the statements, we first found that the semantic representations of the written reflections differed between the experience and imagine groups, and between gender. Analysis of word frequency count suggests that the group that followed the rules were more likely to use words related to their task in their reflections, while the group that imagined the experience generated words related to themself and problems. The results suggest that the consequences of learning by experience might culminate in greater student engagement.},
issn = {0143-0343}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kasperowskidick_2018,
title = {The epistemic culture in an online citizen science project: Programs, antiprograms and epistemic subjects.},
author = {Kasperowski, Dick and Hillman, Thomas},
year = {2018},
journal = {Social Studies of Science},
volume = {4},
number = {48},
pages = {564--588},
doi = {10.1177/0306312718778806},
language = {eng},
publisher = {: SAGE Publications},
keywords = {anti-program; citizen science; epistemic culture; epistemic subject; galaxy zoo; program},
abstract = {In the past decade, some areas of science have begun turning to masses of online volunteers through open calls for generating and classifying very large sets of data. The purpose of this study is to investigate the epistemic culture of a large-scale online citizen science project, the Galaxy Zoo, that turns to volunteers for the classification of images of galaxies. For this task, we chose to apply the concepts of programs and antiprograms to examine the ‘essential tensions’ that arise in relation to the mobilizing values of a citizen science project and the epistemic subjects and cultures that are enacted by its volunteers. Our premise is that these tensions reveal central features of the epistemic subjects and distributed cognition of epistemic cultures in these large-scale citizen science projects.},
issn = {0306-3127}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_backmanylva_2023,
title = {Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing},
author = {Backman, Ylva and Reznitskaya, Alina and Gardelli, Viktor and Wilkinson, Ian A. G.},
year = {2023},
journal = {Written Communication},
volume = {2},
number = {40},
pages = {555--585},
doi = {10.1177/07410883221148664},
language = {eng},
publisher = {: Sage Publications},
keywords = {argument analysis; argumentation; assessment framework; informal logic; writing assessment; education},
abstract = {Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research.},
issn = {0741-0883}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_moinianfarzaneh_2009,
title = {I am just me!: Children talking beyond ethnic and religious identities},
author = {Moinian, Farzaneh},
year = {2009},
journal = {Childhood},
volume = {1},
number = {16},
pages = {31--48},
doi = {10.1177/0907568208101689},
language = {eng},
publisher = {: SAGE Publications},
keywords = {education},
abstract = {This article explores how five children born in Sweden whose parents were born in Iran talk about their own cultural and ethnic backgrounds, and the role these play in their lives. The different ways in which they do so exemplify the complexity involved in the ongoing construction and performance of identities when certain identity options seem compulsory while others are made unavailable to them. The findings show that agency and choice are crucial issues for these children, and that they resist oversimplification, reductionism and categorization based on their cultural or ethnic backgrounds. Furthermore they draw attention to the fact that their reflective choices and self-chosen identities are often challenged both at home and in their schools. This study is intended to expand knowledge of children's lives and experiences and would be useful for both teachers and other professionals working with children.},
issn = {0907-5682}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2017_10,
title = {Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics},
author = {Franck, Olof},
year = {2017},
journal = {Journal of Education for Sustainable Development},
volume = {1},
number = {11},
pages = {1--13},
doi = {10.1177/0973408217699331},
language = {eng},
publisher = {: SAGE Publications},
keywords = {religion; democratic iterations; sustainability didactics},
abstract = {The aim of this article is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The article starts with critical reflections on the idea that religion, by proposing claims for knowledge of absolute authorities such as ‘divine beings or supernatural dimensions’, offers capacity for uniting various ethical life-views and positions. An alternative position is outlined: religious claims of this kind rather have to be interpreted as democratic iterations, paving the way for constructive agonistic communication inside, as well as outside, classrooms where RE (religious education) and ethics education are carried out with reference to various dimensions of social sustainability. Such teaching contexts may be apprehended as ‘democratic communities’ where religious justifications for ethical positions that refer to absolute divine or supernatural authorities could be seen as constructively challenging the borders for mutually respectful communication, and therefore as being important to highlight within ethics education on sustainability.},
issn = {0973-4082}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zandisaeid_2022,
title = {Coping Orientation of Academic Community in the Time of COVID-19 Pandemic: A Pilot Multi-Country Survey Study},
author = {Zandi, Saeid and Ahmadi, Fereshteh and Cetrez, Önver A. and Akhavan, Sharareh},
year = {2022},
journal = {Illness, crisis and loss},
volume = {3},
number = {31},
pages = {504--524},
doi = {10.1177/10541373221088391},
language = {eng},
publisher = {: Sage},
keywords = {academic staff; academics; coping strategies; coronavirus epidemic; higher education; health-promoting work; hälsofrämjande arbete},
abstract = {In this paper, we have mapped the coping methods used to address the coronavirus pandemic by members of the academic community. We conducted an anonymous survey of a convenient sample of 674 faculty/staff members and students from September to December 2020. A modified version of the RCOPE scale was used for data collection. The results indicate that both religious and existential coping methods were used by respondents. The study also indicates that even though 71% of informants believed in God or another religious figure, 61% reported that they had tried to gain control of the situation directly without the help of God or another religious figure. The ranking of the coping strategies used indicates that the first five methods used by informants were all non-religious coping methods (i.e., secular existential coping methods): regarding life as a part of a greater whole, regarding nature as an important resource, listening to the sound of surrounding nature, being alone and contemplating, and walking/engaging in any activities outdoors giving a spiritual feeling. Our results contribute to the new area of research on academic community's coping with pandemic-related stress and challenges.},
issn = {1054-1373}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_straarupjrgen_2007,
title = {Review of Anders Sjöborg, Bibeln på mina egna villkor : en studie av medierade kontakter med bibeln med särskilt avseende på ungdomar och Internet: [The Bible on my own terms : a study of mediated contacts with the Bible with special reference to youth and the Internet]. Uppsala: Acta Universitatis Upsaliensis. Psychologia et sociologia religionum 18, 2006, 248 pp. isbn 91-554-6459-9},
author = {Straarup, Jørgen},
year = {2007},
journal = {Young: Nordic Journal of Youth Research},
volume = {3},
number = {15},
pages = {317--319},
doi = {10.1177/110330880701500306},
language = {eng},
publisher = {: SAGE Publications},
keywords = {religion; religionsdidaktik},
issn = {1103-3088}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_ragnarssona_2009,
title = {Young people's understanding of HIV: a qualitative study among school students in Mankweng, South Africa.},
author = {Ragnarsson, A and Onya, HE and Aarø, LE},
year = {2009},
journal = {SCANDINAVIAN JOURNAL OF PUBLIC HEALTH},
number = {37},
pages = {101--106},
doi = {10.1177/1403494808094241},
language = {eng},
publisher = {: SAGE Publications},
abstract = {AIMS: This article describes young people's interpretation of HIV, AIDS and sexually transmitted illness in a rural South African community in Mankweng, Limpopo Province. METHOD: The study was based on 19 focus group discussions with adolescents aged 12-14 years. RESULTS: Our participants had limited knowledge about HIV from a biomedical perspective. Their understanding and interpretations of HIV and other sexually transmitted diseases were largely informed by traditional and religious belief systems that explain how and why people contract an illness via sexual intercourse. Based on these interpretations, they also expressed distrust towards the medical health system, and where to go for care, support and treatment. Local traditional healers were often mentioned as the only people who could cure several of the sexually transmitted diseases described by our informants. CONCLUSIONS: The ways of understanding HIV, AIDS and other sexually transmitted illnesses may weaken efforts of health education interventions based solely on a medical and modern notion of disease. The authors emphasise the importance of exploring traditional and religious belief systems and taking these into account when planning and designing behaviour change interventions.},
issn = {1403-4948}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2021_2,
title = {Spinoza on the teaching of doctrines: towards a positive account of indoctrination},
author = {Dahlbeck, Johan},
year = {2021},
journal = {Theory and Research in Education},
volume = {1},
number = {19},
pages = {78--99},
doi = {10.1177/1477878521996235},
language = {eng},
publisher = {: Sage Publications},
keywords = {spinoza; indoctrination; relational autonomy; philosophy of education},
abstract = {The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions.},
issn = {1477-8785}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2022_2,
title = {Transformative gestures},
author = {Dahlbeck, Johan},
year = {2022},
journal = {Theory and Research in Education},
volume = {1},
number = {20},
pages = {105--111},
doi = {10.1177/14778785221087009},
language = {eng},
publisher = {: Sage Publications},
keywords = {transformative gestures; aspiration; educational fiction; transformative education},
abstract = {Douglas Yacek’s recent book The Transformative Classroom proposes a useful aspirational model of transformative education. In this critical commentary, I review this model and suggest that while it succeeds in overcoming some ethical shortcomings of other dominant models of transformative education, I would like to suggest that focusing on more subtle transformative gestures could have the benefit of being less dependent of the teacher’s intention to transform and of being less constrained by the expectation that transformation should take place primarily in the classroom. When transformation is conceived as an educational fiction, it may be conceived as a retroactive experience constructed around memories of the teacher’s transformative gestures, thereby adding to Yacek’s aspirational model by allowing for transformation to continue beyond the walls of the classroom.},
issn = {1477-8785}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2023_1,
title = {Analytic philosophy of education: Some suggested questions and directions},
author = {Norefalk, Christian and Papastephanou, Marianna},
year = {2023},
journal = {Theory and Research in Education},
volume = {3},
number = {21},
pages = {337--349},
doi = {10.1177/14778785231206286},
language = {eng},
publisher = {: Sage Publications},
keywords = {analytic philosophy; conceptual engineering; education; ideology; method; stereoscopic vision},
abstract = {This article investigates whether there is any place for the school of thought that is known as analytic philosophy of education in the aftermath of postmodernism, and whether analytic philosophy of education can be treated as a ‘method’, among other alternative ‘methods’, that can be applied regardless of what kind of ‘-ism’ or ideology one embraces. An additional aim is to suggest some important questions for analytic philosophy of education to take into consideration. We argue that conceptual engineering may be a promising avenue for analytic educational theory if it is used with a critical intent that is more heuristic and inconclusive than prescriptively ideal.},
issn = {1477-8785}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothklas_2024,
title = {Spinoza on blessedness for human beings: Possible for a few, but not for the whole human species},
author = {Roth, Klas},
year = {2024},
journal = {Theory and Research in Education},
volume = {3},
number = {22},
pages = {287--302},
doi = {10.1177/14778785241293277},
language = {eng},
publisher = {: SAGE Publications},
keywords = {baruch spinoza; blessedness; education; highest good; perfectionism; steven nadler},
abstract = {Steven Nadler has written an insightful paper on ‘Spinoza and Maimonides on Human Perfection and the Love of God’, in which he analyses the differences and similarities between Spinoza and Maimonides related to the suggested themes, and he argues that becoming blessed is possible. Nadler does not, however, say much about whether blessedness is possible for a few or the whole human species. I argue, though, that pursuing blessedness is hard work and that only a few, if any, seem to engage or are being enabled to engage in the pursuit of becoming blessed, that is, in striving for the highest possible good, namely, the intellectual love of God or Nature. I begin by showing what humans’ typical potentials and limitations are with respect to achieving perfection, according to Spinoza. I also show that that we cannot achieve perfection: at least not in the same sense as God or Nature. In the second part I show what we as human beings have to do in order to engage ourselves in the pursuit of becoming blessed. In the final part I discuss some current conditions for education which does not in-themselves make it possible to become blessed in education, and put forward some ideas of what can be done in education in order for those concerned to strive to become blessed.},
issn = {1477-8785}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2024_3,
title = {Introducing the symposium: Spinoza on perfectionism and education},
author = {Dahlbeck, Johan and Roth, Klas},
year = {2024},
journal = {Theory and Research in Education},
volume = {3},
number = {22},
pages = {245--250},
doi = {10.1177/14778785241293278},
language = {eng},
publisher = {: Sage Publications},
keywords = {spinoza; maimonides; perfectionism; educational theory},
abstract = {This paper introduces the symposium on Spinoza on perfectionism and education. It frames the key issue of Spinoza’s perfectionism in terms of a perennial educational problem and introduces the different contributions to this special issue, where Steven Nadler’s main paper is followed by a series of full paper responses by a group of Spinoza scholars and educational theorists. To round off the special issue, Nadler comments on the responses to his main paper.},
issn = {1477-8785}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_alerbyeva_2017,
title = {Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe},
author = {Alerby, Eva and Arndt, Sonja and Westman, Susanne},
year = {2017},
journal = {Policy Futures in Education},
volume = {4},
number = {17},
pages = {460--473},
doi = {10.1177/1478210317739489},
language = {eng},
publisher = {: Sage Publications},
keywords = {educational places and spaces; maurice merleau-ponty; gilles deleuze; julia kristeva; the magic wardrobe; the chronicles of narnia by cf lewis; education},
abstract = {The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.},
issn = {1478-2103}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_strandbrinkpeter_2014,
title = {Fair and cloudy weathers of tolerance in civic and religious education in northern Europe},
author = {Strandbrink, Peter},
year = {2014},
journal = {Education, Citizenship and Social Justice},
volume = {1},
number = {10},
pages = {3--20},
doi = {10.1177/1746197914558399},
language = {eng},
publisher = {: Sage Publications},
keywords = {civic and religious education; ethical neutralism; interculturality; normative statehood; value diversity},
abstract = {This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the ‘soft’ normative reproduction and validation of certain ethical and cultural identities. In the article, the rhetorical goals of neutralism and tolerance in current European political–educational thought are measured against empirical modes and practices of education. A parochialism–cosmopolitanism conceptual dichotomy is constructed and used as a main analytical guide, which allows for a number of critical conclusions to be made on the production of normative statehood through education in contemporary ‘post-normative’ Europe. The ultimate ambition of the text is thus to contribute to shedding new light on the interpretation and enactment of value diversity in these seven educational settings and interculturalising societies. © The Author(s) 2014},
issn = {1746-1979}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_colnerudgunnel_2015,
title = {Ethical dilemmas in research in relation to ethical review: An empirical study},
author = {Colnerud, Gunnel},
year = {2015},
journal = {Research Ethics},
volume = {4},
number = {10},
pages = {238--253},
doi = {10.1177/1747016114552339},
language = {eng},
publisher = {: Sage Publications},
keywords = {critical incidents ethical dilemmas ethical review research ethics},
abstract = {The aim of the present article is to contribute empirically derived knowledge about Swedish researchers’ experience of ethical problems, conflicts and dilemmas in their research practice in relation to the ethical vetting legislation and procedure. The study has been carried out using the critical incident technique, with researchers from various disciplines providing examples from their own research practice of problems relating to research ethics. The analysis of the researchers’ responses indicates three phenomena, partly in line with similar studies in other countries: (i) the law of ethical vetting puts limits on the relevant research ethical questions; (ii) it is not possible to anticipate all questions of research ethics; and (iii) there are consequences to the fact that the boards for ethical vetting ignore problems that fall outside the law.},
issn = {1747-0161}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliam_2018,
title = {Researching religious authority in education: Political theology, elites’ theory and the double nexus},
author = {Gearon, Liam and Kuusisto, Arniika},
year = {2018},
journal = {Power and Education},
volume = {1},
number = {10},
pages = {3--24},
doi = {10.1177/1757743818757256},
language = {eng},
publisher = {: SAGE Publications},
keywords = {religion; authority; education; political theology; elites’ theory},
abstract = {This article provides a theoretical frame to structure methodological approaches to examining religious authority in education. It does so by examining the complex, overlapping relationship between secular and religious authority and the institutional power of education evident through responses to issues of cultural expression. The political theologies research examined ongoing tensions – accommodations, conflicts and resolutions – of religious authority with secular political systems, legal frameworks and institutions of educational replication. Through the data it became clear that education – in the broadest sense, as well as in its formal institutional structures – provided a mediating role for power exchanges between religious and political authority, which was especially evident in responses of religious leaders to issues of cultural and self-expression. Through interviews with senior religious leaders and authority figures in England – technically religious ‘elites’ – the findings provide insights into a ‘double nexus’ conceptual framework for researching religious authority in education: first, the internal nexus within religious traditions and, second, the external nexus of religious communities with secular, legal and political authority. Theoretically and methodologically, this represents a critical synthesis of political theology and elites’ theory, providing as yet underexplored possibilities for researching religious authority in education.},
issn = {1757-7438}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thulesiushans_2007,
title = {Proximity morality in medical school--medical students forming physician morality "on the job": grounded theory analysis of a student survey.},
author = {Thulesius, Hans and Sallin, Karl and Lynoe, Niels and Löfmark, R},
year = {2007},
journal = {BMC Medical Education},
number = {7},
pages = {7},
doi = {10.1186/1472-6920-7-27},
language = {eng},
publisher = {: BioMed Central},
abstract = {BACKGROUND: The value of ethics education have been questioned. Therefore we did a student survey on attitudes about the teaching of ethics in Swedish medical schools.METHODS: Questionnaire survey on attitudes to ethics education with 409 Swedish medical students participating. We analyzed > 8000 words of open-ended responses and multiple-choice questions using classic grounded theory procedures.RESULTS: In this paper we suggest that medical students take a proximity morality stance towards their ethics education meaning that they want to form physician morality "on the job". This involves comprehensive ethics courses in which quality lectures provide "ethics grammar" and together with attitude exercises and vignette reflections nurture tutored group discussions. Goals of forming physician morality are to develop a professional identity, handling diversity of religious and existential worldviews, training students described as ethically naive, processing difficult clinical experiences, and desisting negative role modeling from physicians in clinical or teaching situations, some engaging in "ethics suppression" by controlling sensitive topic discussions and serving students politically correct attitudes.CONCLUSION: We found that medical students have a proximity morality attitude towards ethics education. Rather than being taught ethics they want to form their own physician morality through tutored group discussions in comprehensive ethics courses.},
issn = {1472-6920}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vanphanoms_2009,
title = {Smoking prevalence, determinants, knowledge, attitudes and habits among Buddhist monks in Lao PDR.},
author = {Vanphanom, S and Phengsavanh, A and Hansana, V and Menorath, S and Tomson, T},
year = {2009},
journal = {BMC RESEARCH NOTES},
number = {2},
pages = {100--100},
doi = {10.1186/1756-0500-2-100},
language = {eng},
publisher = {: Springer Science and Business Media LLC},
abstract = {BACKGROUND: This cross-sectional study, the first of its kind, uses baseline data on smoking prevalence among Buddhist monks in Northern and Central provinces of Lao PDR. FINDINGS: Between March and September 2006, 390 monks were interviewed, using questionnaires, to assess smoking prevalence including determinants, knowledge and attitudes. Data entry was performed with Epi-Info (version 6.04) and data analysis with SPSS version 11. Descriptive analysis was employed for all independent and dependent variables. Chi-square or Fisher's exact test were used for categorical variables to compare smoking status, knowledge, attitudes and province. Logistic regression was applied to identify determinants of smoking. Daily current smoking was 11.8%. Controlling for confounding variables, age at start of monkhood and the length of religious education were significant determinants of smoking. The majority of the monks 67.9% were in favor of the idea that offerings of cigarettes should be prohibited and that they should refuse the cigarettes offered to them (30.3%) but, in fact, 34.8% of the monks who were current smokers accepted cigarettes from the public. CONCLUSION: Some monks were smokers, whilst they, in fact, should be used as non-smoking role models. There was no anti-smoking policy in temples. This needs to be addressed when setting up smoke-free policies at temples.},
issn = {1756-0500}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wallinmarie_2011,
title = {How to be a man: Malory and the moral paradox},
author = {Wallin, Marie},
year = {2011},
journal = {Essays In Medieval Studies},
number = {27},
pages = {105--115},
doi = {10.1353/ems.2011.0002},
language = {eng},
publisher = {: Project MUSE},
keywords = {engelska med didaktiskt inriktning; english; specialization in didactics},
abstract = {Sir Thomas Malory, author of the 15th century Le Morte Darthur, stood accused of rape and burglary of a monastery. ‘The moral paradox’ of a criminal author and a pious and chivalric book has troubled 19th and 20th century critics deeply, but the desire for a match between the morals of the man and those which critics find in his book has proved to be oddly resilient to developments in literary theory during the 20th century, from New Criticism’s ‘intentional fallacy’ to Barthes’ and Foucault’s death of the author. Rather than letting Malory the potential rapist and robber go, critics insist there cannot be a division between the man and his book in terms of morality.This article investigates the reasons for and consequences of the reluctance on the part of the critics to view Malory as anything but fundamentally one with his book. The absolute truth value of the fictional text, Le Morte, is seen to override historical documents, alter certain biographical accounts and create others. Above all, it forces critics to formulate theories of authorship, wrestling with a tension between ideas of medieval textual production and Malory as a Romantic genius. Eugène Vinaver, the editor of The Works of Sir Thomas Malory, builds one of the most elaborate and complicated theories of how the internal creative genius overtakes the personality and skill of the rough, non-intellectual Englishman in his transformation of the sophisticated French sources into something new and valuable. This article examines how ideas of nationality, religion and creativity have steered the theories of authorship which underpin the critical assessment of Le Morte Darthur and its problematic author.},
issn = {1043-2213}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_13,
title = {Educating Religious Education Teachers: perspectives of international Knowledge Transfer},
year = {2023},
doi = {10.14220/9783737015837},
language = {eng},
publisher = {V&R unipress Brill Deutschland GmbH},
keywords = {religious education; teacher education; international knowledge transfer; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2023_1,
title = {Introduction},
author = {Berglund, Jenny and Roebben, Bert and Schreiner, Peter and Schweitzer, Friedrich},
year = {2023},
journal = {Educating Religious Education Teachers},
pages = {7--18},
doi = {10.14220/9783737015837.7},
language = {eng},
publisher = {Göttingen : V&R unipress Brill Deutschland GmbH},
keywords = {religious education; international knowledge transfer; teacher education; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2023_2,
title = {Moving between different types of RE. Knowledge to be transferred or not?},
author = {Berglund, Jenny},
year = {2023},
journal = {Educating Religious Education Teachers},
pages = {75--86},
doi = {10.14220/9783737015837.75},
language = {eng},
publisher = {Göttingen : V&R unipress Brill Deutschland GmbH},
keywords = {religious education; re; teacher students; immigration; “other knowledge”; teaching and learning with specialisation in the humanities education; ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik},
abstract = {In Sweden, the school subject, religion education (RE), is supposed to be integrative, compulsory and non-denominational, which means that all students are taught together in the same classroom about religion and religions from grade one until secondary school. Today, similar to the Swedish population, many RE teacher students have immigrant backgrounds. Some of these teacher students have therefore experienced RE as part of their Swedish school education and also in their country of origin where RE is divided based on denomination. This paper analyzes the experiences of the teacher students who have experienced these two RE types and explored the connections with international knowledge transfer}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_basicgoran_2019,
title = {Ideology of neo-fascism, education, and culture of peace: the empirical case of Bosnia and Herzegovina},
author = {Basic, Goran and Delić, Zlatan and Sofradzija, Halima},
year = {2019},
journal = {Critical Education},
volume = {6},
number = {10},
pages = {1--20},
doi = {10.14288/ce.v10i6.186410},
language = {eng},
publisher = {: University of British Columbia Press},
keywords = {education; peace; culture; ideology; neo-fascism; clero-nationalism; discourse; clericalisation; identity; tolerance; epistemology; neo-populism; victim status; war; practical philosophy; freds- och utvecklingsstudier; peace and development studies},
abstract = {The aim of this article is to critically analyse intellectual conditions for education pertaining to the empirical and normative knowledge dimensions that can oppose the ideologies of neo-fascism. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, social epistemology, and critical pedagogy. The article explains the social need for better-quality public education pertaining to the meaning of political, media, and religious use and misuse of “identitarian concepts” and “identitarian terminology.” The privileged strategies of the political application of referential systems and mechanisms of ‘differentiating’ serve as the epistemic foundation to teach the concepts, terminology, taxonomies, and classifications used to separate people into “ours” and “theirs.” The genocide of Bosnian Bosniaks in the war against the Bosnian-Herzegovinian multicultural society conveys the need to create peaceful emancipatory identity politics and for a new pedagogy of emancipation of many of the oppressed and disenfranchised who are difficult to explicitly name. Conceptual problems, related to certain obvious paradoxes intrinsic in the politics of the collective representation of citizens after genocide, are linked to these processes.},
issn = {1920-4175}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2022,
title = {Reflections on Religious Education from a Swedish Perspective},
author = {von Brömssen, Kerstin},
year = {2022},
journal = {Religionsunterricht im Plausibilisierungsstress Interdisziplinäre Perspektiven auf aktuelle Entwicklungen und Herausforderungen.},
pages = {315--332},
doi = {10.14361/9783839457801},
language = {eng},
publisher = {Bielefeld, Germany : Transcript Verlag},
keywords = {religionspädagogik; religionsunterricht; religion; schule; deutschland; bildung; religionswissenschaft; bildungsforschung; bildungstheorie; religionssoziologie},
abstract = {Dass Religion im Schulunterricht Berücksichtigung finden muss, ist weitgehend unstrittig - in welcher Gestalt dies jedoch zu erfolgen hat, wird gegenwärtig immer stärker angefragt und diskutiert. Die Beiträger*innen des Bandes skizzieren aktuelle Wandlungsprozesse des Religionsunterrichts in Deutschland, stellen damit verbundene Herausforderungen dar und kommentieren diese Problemfelder aus ganz unterschiedlichen wissenschaftlichen Perspektiven. An dieser interdisziplinären Verständigung beteiligen sich Vertreter*innen u.a. aus der Rechtswissenschaft, der Migrationspädagogik, den Medien und der politischen Bildung.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2013,
title = {The self as onwardness: reading Emerson’s self-reliance and experience},
author = {Schumann, Claudia},
year = {2013},
journal = {Foro de Educación},
volume = {15},
number = {11},
pages = {29--48},
doi = {10.14516/fde.2013.011.015.001},
language = {eng},
publisher = {: FahrenHouse},
keywords = {ralph waldo emerson; stanley cavell; moral perfectionism; united states; education; philosophy of education; american pragmatism; perfeccionismo moral; estados unidos; educación; filosofía de la educación; pragmatismo americano},
abstract = {Recent scholarship has started to open up for social and political readings of the work of Ralph Waldo Emerson, who John Dewey once called «the Philosopher of Democracy». The present paper attempts to promote the force and potential of this new Emersonianism for philosophy of education showing that Emerson’s notions of self-reliance and aversion to conformity are not inherently anti-social, a-moral or a-political. The paper first argues that Emerson proposes an understanding of self and society which undermines any bipolar opposition of the two concepts already in «Self-Reliance». Secondly, a closer reading of the later essay «Experience» examines his critique of a particular Western conception of thinking in terms of its political consequences. If there is to be hope for the individual self, then, for Emerson, there always has to be hope for a democratic society as well. He tries to remind us that the criterion for a democratic society consists in taking seriously the subjectivity of vision of every single one of its members.},
issn = {1698-7799}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gehlinsara_2024,
title = {Hope and Imagination: Ecumenical Aspirations for Overcoming Violence},
author = {Gehlin, Sara},
year = {2024},
journal = {Communio Viatorum: A Theological Journal},
volume = {1},
number = {66},
pages = {38--50},
doi = {10.14712/30296374.2024.5},
language = {eng},
publisher = {: Charles University in Prague, Karolinum Press},
keywords = {hope; constitution of unesco; ecumenism; peace; empathetic imagination; imagined enemy; memory; dialogue; systematic theology; systematisk teologi},
abstract = {This article highlights the imperative of building defences of peace in the human mind, articulated in the Constitution of UNESCO. Pursuing the question of how such defences can be built in contexts of religious antagonism, the article explores the work of ecumenical theologians who seek to find ways of building defences of peace in the minds of believers. The exploration involves intersecting ecumenical theology with the fields of religious education, cognitive science, and peace studies. In this way, the article brings introductory perspectives to interdisciplinary research that considers pressing questions of how to overcome violence and build peaceful communities. Throughout the investigation, hope and imagination serve as guiding concepts. Hope is discussed with regard to memory, change of perceptions, and the building of trust and peace. However, the article also considers the tendency towards constructing imagined enemies. Elucidating how empathetic imagination can provide resistance to this tendency, it discusses the way dialogue might break destructive habits of imagining the religious other as an enemy. With a view to this capacity of dialogue, the article considers the role of longstanding endeavours of ecumenical exchange in processes towards overcoming violence and constructing defences of peace in human minds.},
issn = {0010-3713}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berhanugirma_2017_1,
title = {Ethiopia: Intellectual Genocide in the making? The Strong and Pervasive Evidence of Ethnic Inequalities},
author = {Berhanu, Girma},
year = {2017},
journal = {Advances in Social Sciences Research Journal},
volume = {13},
number = {4},
pages = {133--165},
doi = {10.14738/assrj.413.3459},
language = {eng},
publisher = {: Scholar Publishing},
abstract = {Ethnic inequalities in all sectors of life in Ethiopia have increasingly become serious and pervasive. Access to higher education (including scholarship grants) and most sought after disciplines appear to be disproportionally distributed along the multitude of ethnic groups in the country. In this paper I argue that intellectual genocide is in the making in three different forms: (1) systematic discrimination against certain groups with regard to educational opportunities, higher education, and scholarship grants; (2) brain drain — the movement of intellectuals and young skilled Ethiopians that has increased under the Tigrean People’s Liberation Fronts (TPLF) regime. Some observers say that Ethiopia has become a substantial net exporter of academic talent, a so-called brain drain; (3) cultural genocide, the action of the system which has the aim or effect of dispossessing the people of their lands, territories or resources, cultural values, language, and historical/religious relics and heritages. The philosophical foundation/methodology that undergirds this study is critical theory with elements of poststructuralism and post colonialism. The strategies used to collate and collect data is meta-analysis (data synthesis), some form of discourse analysis, personal accounts, and a limited amount of sociological introspection. There are a number of reasons or mechanisms that lead from ethnicity to violence. My evidence shows that there are already some patterns and discourses that might precipitate or crystallize the mechanisms in Ethiopia. The study shows that it is high time to stop the madness and redress the chronic and pervasive disparities within and between groups. It is an imperative that we focus on our similarities and common destiny. “The fight is never about grapes or lettuce. It is always about people.” It is about Ethiopian people. It is just unacceptable to seek self-aggrandizement for ourselves—or for our specific ethnic group, and increase power and influence to draw attention to own importance—and forget about progress and prosperity for the multitudes of ethnic groups in Ethiopia. Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own.},
issn = {2055-0286}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_perssonandersj_2008,
title = {Occupational and non-occupational health risks: can double standards be justified?},
author = {Persson, Anders J.},
year = {2008},
journal = {International Journal of Risk Assessment and Management},
volume = {1},
number = {10},
pages = {160--171},
doi = {10.1504/IJRAM.2008.021060},
language = {eng},
abstract = {This essay considers the fact that health and safety standards allow for higher exposures in employees than the general public. The distinction between exposure and risk is proposed as a key determinant for the relevance of arguments put forward to support such double standards. The justifi cation of ‘double standards', for public and occupational (risk) exposure, is linked to two separate types of issues, namely empirical and normative ones. Whether we have reasons for accepting a double standard of protection depends on how we understand the double standardin relation to the distinction between exposures and risks, and emphasis should be placed on the need of normative support of double standards concerning risks. The relation between work-related risks and occupation is discussed and analyzed, and it is argued that arguments for double standards of risks are linked to certain activities rather than to employment or occupation. It is concluded that a justifi cation of this kind of diff erentiation seems not to be supported either by a reasonable conception of the contract of employment or by any obvious ethical principle that is applicable toworkplaces or work situations in general.},
issn = {1466-8297}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2008_1,
title = {Incomplete preferences in disaster risk management},
author = {Espinoza, Nicolas and Peterson, Martin},
year = {2008},
journal = {International Journal of Technology, Policy and Management},
volume = {4},
number = {8},
pages = {341--358},
doi = {10.1504/IJTPM.2008.020163},
language = {eng},
abstract = {This paper addresses the phenomenon of incomplete preferences in disaster risk management. If an agent finds two options to be incomparable and thus has an incomplete preference ordering, i.e., neither prefers one option over the other nor finds them equally as good, it is not possible for the agent to perform a value tradeoff, necessary for an informed decision, between these two options. In this paper we suggest a way to model incomplete preference orderings by means of probabilistic preferences, and how to reveal an agent's incomplete preference ordering within a behaviorist framework.},
issn = {1468-4322}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallbergpeter_2012,
title = {History and Ethic in Pre-Revolutionary Sweden},
author = {Hallberg, Peter},
year = {2012},
journal = {Nordic paths to modernity},
pages = {111--142},
doi = {10.1515/9780857452702-007},
language = {eng},
publisher = {: Berghahn Books},
keywords = {sweden; eighteenth century; civil society},
abstract = {The purpose of this chapter is to analyze how historians and other writers in eighteenth-century Sweden conceived of the social benefits of history writing within the context of what they considered a modern(izing) enlightened polity. In the 1740s and 1750s the benefits of history were discussed in the context of an ongoing enlightenment discourse on society that stipulated a close relationship between knowledge about the past and values like civility, virtue and patriotism. Virtually all of the speeches that are analyzed in this article refer to how historical reflection is a social practice that creates civic bonds between individuals and groups, bonds that constitute the premises for the creation and prosperity of a modern civil society and for a collective identity based on civic, as opposed to religious, foundations. The first two sections of the chapter recreate some aspects of the discourse on society in Sweden around the middle of the century by considering contemporary notions of enlightenment and civil society respectively. The third section shows in more detail how contemporaries argued that moral education was the most powerful instrument to create a community based on fellowship rather than force. A fourth section specifically analyzes texts that articulated the notion of history as a teacher of modern sociability, which is then specified in a final section that considers contemporary ideas about the advantages of visual and written historical media – statues and biographies respectively – to engage broader segments of society in the civilizing project.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sundbergkristoffer_2013,
title = {Ingvar Johansson and the bridging problem},
author = {Sundberg, Kristoffer},
year = {2013},
journal = {Johanssonian Investigations: Essays in Honour of Ingvar Johansson on his Seventieth Birthday},
pages = {608--626},
doi = {10.1515/9783110322507.608},
language = {eng},
publisher = {Berlin, Boston : DE GRUYTER},
abstract = {Ingvar Johansson’s theory of perception is relevant to the contemporary debate in ways that have not been properly recognized. Johansson provides an ingenious solution to a problem that haunts some of the modern theories in the philosophy of perception. This problem, which I will refer to as “the bridging problem”, has not been fully recognized in the contemporary debate, which might explain why Johansson’s theory has not been given its due attention.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_toftaudun_2018,
title = {Perspectives: Mediatized Religious Education},
author = {Toft, Audun and Broberg, Maximilian},
year = {2018},
journal = {Contesting Religion},
pages = {225--242},
doi = {10.1515/9783110502060-018},
language = {eng},
publisher = {: De Gruyter Open},
keywords = {religious education; authority; mediatization; media dynamics; sweden; sociology of religion; religionssociologi},
abstract = {This article explores how teachers of religious education in Sweden construct their authority on religion. Employing the conceptual understanding of teachers of religious education as co-authors, and their authority as relational, the author discusses how authority on religion can be gained and maintained in a society characterized by the intersection of secularization, multiculturalism and media saturation. Through an analysis of a particular case, the author concludes that various media play an integral part in the construction of the teacher’s authority on religion, and that the concepts of co-structuring, amplification, and framing and performative agency are well suited for exploring the relationship between authority and media in this context. In exploring a setting often overlooked in previous research on the interplay between media, religion and authority, this article contributes to the field by adding an empirically informed discussion on shifting authority on religion outside religious institutions or organizations.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2024,
title = {Christian Education and the Creation of Democratic Citizens: Presentations of Christianity in Swedish Textbooks during the 1930s and 1940s},
author = {Hellström, Emma},
year = {2024},
journal = {Secular Schooling in the Long Twentieth Century?},
pages = {109--129},
doi = {10.1515/9783111152578-007},
language = {eng},
publisher = {Berlin : Walter de Gruyter}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_holmnjanne_2024,
title = {Social Democracy, Confessional Pluralism, and Value Indoctrination: Swedish Textbooks on Christianity and Religion, 1945–1974},
author = {Holmén, Janne},
year = {2024},
journal = {Secular Schooling in the Long Twentieth Century?},
pages = {131--150},
doi = {10.1515/9783111152578-008},
language = {eng},
publisher = {Berlin; Boston : Walter de Gruyter}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hellstrmemma_2025_4,
title = {Reformed Christian Education as a Welfare State Tool for Fostering Democratic Citizens in Post-War Sweden, 1945-1969},
author = {Hellström, Emma},
year = {2025},
journal = {Educational Secularization within Europe and Beyond},
pages = {215--236},
doi = {10.1515/9783111337975-011},
language = {eng},
publisher = {Berlin; Boston : Walter de Gruyter},
abstract = {Post-war Sweden was characterized by a series of changes, not at least in the field of education. After the Second World War, the fear of politically and religiously indoctrinating propaganda increased. This meant that views on how to educate democratic citizens began to change. Previously, civic education had been equated with a Christian framework. However, after 1945 the notion of the necessity of the Christian faith in the fostering mission began to be challenged. Hence, democratic education was charged with new values such as objectivity, critical scrutiny, and solidarity.This new view of democratic education was closely linked to the construction of the Social Democratic welfare state. Previous research has suggested that this welfare project was not compatible with a Christian interpretive framework. Instead, the development of modern society after 1945 has been described as a secular and enlightened project in which Christianity was no longer significant. However, this is a too-simple interpretation of the historical development.The purpose of this article is to analyze how the school subject Christianity was transformed to become compatible with new democratic ideals between 1945 and 1969. By combining excerpts from parliamentary debates, curricula, and text-books, I will argue that the post-war period entailed a process of secularization since the conception of the necessity of the Christian faith was challenged. Nevertheless, the fostering role of Christianity was not undermined, but changed. Hence, I will claim that the secularization process also conveyed an ethical turn in which the ethical and cultural aspects of Christianity were reinforced.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2026,
title = {From Anxiety to Hope: A Survey of Theological Studies on Climate Change and the Necessity of Hope for Action},
author = {Aldrin, Viktor},
year = {2026},
journal = {Global Religion and the Climate Crisis},
pages = {285--300},
doi = {10.1515/9783111453750-016},
language = {eng},
publisher = {Berlin : De Gruyter Brill},
keywords = {climate change; practical theology; religious education; hope; ecoanxiety; lärarutbildning och pedagogisk yrkesverksamhet; teacher education and education work},
abstract = {This systematic review of literature explores how practical theology and religious education can foster climate action by examining the concept of hope within theological discourse, particularly in addressing rising climate anxiety among children and adolescents. The study analyses publications retrieved from the German theological database Index Theologicus, categorising them into theoretical and empirical approaches. The theoretical perspectives reveal diverse understandings of hope, including eschatological and theological hope, ethical responsibility, psychological resilience against ecoanxiety, and socio-political frameworks promoting urban sustainability. Empirical findings highlight how hope functions dynamically in activist contexts and religious rituals, serving both as motivation for continued engagement and as a stabilising force amidst despair. Theoretical studies reviewed in this article emphasise hope’s potential to act as an ethical obligation and socio-political catalyst, critically challenging passive optimism and highlighting the necessity of active stewardship. The intersection between psychological resilience and theological narratives underscores hope as a crucial coping mechanism in confronting ecological grief and uncertainty. Empirical studies complement these insights by illustrating real-world applications of hope within climate activism, revealing tensions and synergies between hope and despair in fostering collective action and solidarity. Additionally, the review discusses urban and community-based practices where hope is embedded within civic empowerment and sustainable development initiatives. The essay concludes by stressing the importance of integrating interdisciplinary approaches within practical theology and religious education, emphasising their role in equipping young people and communities to transition from ecoanxiety to actionable hope. It advocates for ongoing research collaboration across theological and educational fields to support meaningful climate engagement, demonstrating how religious education grounded in hope can facilitate effective and sustainable responses to the global ecological crisis.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svalforsulrika_2018_1,
title = {Education for Sustainable Development and Multidimensional Implementation: A Study of Implementations of Sustainable Development in Education with the Curriculum of Upper Secondary School in Sweden as an Example},
author = {Svalfors, Ulrika},
year = {2018},
journal = {Discourse and Communication for Sustainable Development},
volume = {2},
number = {8},
pages = {114--126},
doi = {10.1515/dcse-2017-0020},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {upper secondary school; politics; education; sustainable development; implementation; descriptions; expropriation; ecological effects; agenda 21; sustainability; environmental education; curricula; ecological monitoring; secondary schools; systematisk teologi med livsåskådningsforskning; systematic theology and studies in worldviews},
abstract = {This article discusses different interpretations of sustainable development in education and if different interpretations of the concept are implemented in Curriculum, with the Swedish Curriculum of Upper Secondary School as an example. According to Agenda 21 sustainable development should be implemented in a multidimensional way. In 2011, a new school reform of upper secondary school was implemented in Sweden which further strengthened the position of sustainable development in school by inserting the term into more syllabuses. However, the multiple instances of the concept do not necessarily mean that a multidimensional interpretation of the concept is implemented in accordance with the objectives of Agenda 21. By using Laclau and Mouffe’s (2008) idea of discursive struggle as a theoretical framework it is possible to discern how descriptions of sustainable development essentially give rise to one discursive formation in the curriculum. The articulations of sustainable development in the curriculum rests on an idea of the ecosystem that seem to enforce the natural scientific rationality instead of letting different rationalities contribute to the meaning. The descriptions of sustainable development in the curriculum can be interpreted as a hegemonic expropriation of elements of other discourses, such as the social and economic, into the environmental (ecological) dimension. These results are consistent with other international studies, and emphasises the importance of taking a critical stance to the writings of Curriculum when putting them into practice.},
issn = {1691-6301}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2024_7,
title = {Ecclesiastical Policies on Education: A democratic game of winners and losers?},
author = {Aldrin, Viktor},
year = {2024},
journal = {International Journal of Practical Theology},
volume = {1},
number = {28},
pages = {26--38},
doi = {10.1515/ijpt-2022-0016},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {ecclesiastical policy; education; policy; church of sweden; church pf england; religious education; practical theology; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {In the post-secular societies of Northern Europe, Christian denominations have had to re-construct their identities as educational agents. This article focuses on the Church of England and the Church of Sweden, and their changed self-identification as expressed in their educational policy documents. Whereas the Church of England’sdiscourses are of partnership and business competition, the Church of Sweden’sdiscourses are about the Apocalypse and external threats. These approaches areanalysed using Habermas’ concept of religion, identifying a transformation of religious language into secular argumentation to become viable in the secular public space. The question posed is: “Is theology becoming a losing proposition in Northern Europe?"},
issn = {1430-6921}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stangelandkaufmantone_2023,
title = {A New-Old Spirituality: How Spirituality has Softened and Revitalized Religion},
author = {Stangeland Kaufman, Tone},
year = {2023},
journal = {International Journal of Practical Theology},
volume = {2},
number = {27},
pages = {264--284},
doi = {10.1515/ijpt-2023-0068},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {heelas; paul; woodhead; linda; 1964-; spirituality; clergy – religious life; religion and sociology; christian education; spiritualität; pfarrerinnen; paul heelas; linda woodhead; practical theology including religious behavioural sciences; praktisk teologi med religionsbeteendevetenskap},
abstract = {This article seeks to continue the unfolding of the tangled relationship of spirituality and religion but from the vantage point of Christianity (religion), and more specifically, from Christian practice and from the perspective of representatives of institutionalized religion (clergy) and rather unchurched participants in organized religious practice. While first-wave scholars argued that religion and spirituality are at odds with each other, second-wave scholars rather consider the relationship between the two more blurred and hybrid. Following the lead of this latter group of scholarship, I make the case that contemporary spirituality at the intersection of “individualized spirituality” and “institutionalized religion” can be understood as a new-old spirituality and that religion is being changed by spirituality. This entails that people are approaching old Christian practices in new ways and new places often urged by a new kind of motivation. By attending to issues of subjectivity and regarding experience as a significant source of authority without leaving the theistic framework of religion altogether, this new-old spirituality is available and attractive to constituencies as varied as clergy, children, incarcerated, and young people. Hence, it can be argued that religion is not only giving way to spirituality. Religion is also softened and revitalized by spirituality, as empirical studies in the Scandinavian countries show a resurgence and revitalization of religious practice, both inside and at the margins of institutionalized religion, and, thus, a sacralization of the congregational domain.},
issn = {1430-6921}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_henreksonebba_2020,
title = {Civil Society Regimes and School Choice Reforms: Evidence from Sweden and Milwaukee},
author = {Henrekson, Ebba and Andersson, Fredrik, O. and Wijkström, Filip and Ford, Michael R.},
year = {2020},
journal = {Nonprofit Policy Forum},
volume = {1},
number = {11},
pages = {1--37},
doi = {10.1515/npf-2019-0042},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {civil society regime; school choice; new public management; nonprofit schools; faith-based organizations; education},
abstract = {We examine the effects of school choice reforms implemented in the early 1990s in two different settings: Sweden and Milwaukee (WI, U.S.). We show how both the ideological and theoretical arguments for choice reform were similar in the two contexts, yet the consequences in terms of the organizational outcome and institutional sector configuration ended up strikingly dissimilar. While the new group of actors in the Swedish school system consisted primarily of large-scale for-profit schools, with only a minor share of the expansion being catered to by nonprofit actors, the Milwaukee school choice program became dominated by small-scale nonprofit schools operated by religious communities. We seek to explicate these differences by drawing on the welfare state literature and social origins theory, as well as from organizational and historical institutional theory. We argue that the resulting composition of providers is directly related to the deep-seated differences in the civil society regimes operating in the two contexts.},
issn = {2154-3348}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jonslotta_2024,
title = {Calling and Responding: An Ethical-Existential Framework for Conceptualising Interactions “in-between” Self and Other},
author = {Jons, Lotta},
year = {2024},
journal = {Open Philosophy},
volume = {1},
number = {7},
pages = {1},
doi = {10.1515/opphil-2024-0034},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {calling and responding; martin buber; paying heed; responding responsibly; pedagogical relations; auditory disposition},
abstract = {In this article, the methodological meaning of listening will be explored as an ethical-existential heeding. Grounded in an understanding of listening as a matter of heeding, I present a framework founded on Martin Buber’s dialogical philosophy entitled Calling and Responding, in which human being’s relation to the world is conceptualised as a process of paying heed to a summons from the Other – followed by a responsible response to that summons – and in turn calling the Other. Such an understanding of the interactions in-between self and the Other is based on the premise that one has an auditory disposition when perceiving and dealing with the world. I elaborate the Buberian foundation of the concepts comprising the framework, clarify the method of philosophical conceptualisation, and present practical examples from the context of pedagogical relations.},
issn = {2543-8875}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2018_4,
title = {Abilities, knowledge requirements and national tests in RE: the Swedish case as an example in the outcome-focused school and society of today},
author = {Osbeck, Christina and Franck, Olof and Lilja, Annika and Sporre, Karin and Tykesson, Johan},
year = {2018},
journal = {Zeitschrift für Pädagogik und Theologie},
volume = {4},
number = {70},
pages = {397--408},
doi = {10.1515/zpt-2018-0056},
language = {eng},
publisher = {: Walter de Gruyter},
keywords = {moral education; competence; curriculum; test; ethik; moralische erziehung; kompetenz; etikundervisning; kompetens; läroplan},
abstract = {The aim of this article is to present the system that governs Swedish RE in terms of curricular requirements, national tests and their outcomes, and discuss this in light of the current critical debate on an outcome-focused school, as well as the debate on the need for ‘powerful knowledge’. The debate on educational achievements and measurements can be seen from different angles. On the one hand, there are reasons to take the criticisms seriously, for instance concerning how such a focus tends to instrumentalise and superficialise knowledge and education. On the other hand, from a societal perspective, one has to ensure that all students, through their education, have opportunities to develop powerful knowledge that helps to explain the world so that school can contribute to social justice. Against such a background, the Swedish system is described as a rather strongly steering system that regulates schools through curricula but also monitors them through national tests. Through a brief presentation of empirical findings from the EthiCo project, it is shown how this system in practice limits the students’ chances of acquiring a multidimensional ethical competence and instead highlights a one-dimensional argumentative competence. Such a teaching runs the risk of reducing rather than widening students’ ethical competence.},
issn = {2366-7796}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_aldrinviktor_2025_5,
title = {Ecclesiastical Communication with Families During the COVID-19 Pandemic: A Comparative Study of Two German and Two Swedish Websites},
author = {Aldrin, Viktor},
year = {2025},
journal = {Zeitschrift für Pädagogik und Theologie},
volume = {1},
number = {77},
pages = {99--112},
doi = {10.1515/zpt-2025-2009},
language = {eng},
keywords = {covid-19; practical theology; religious education; sweden; germany; teacher education and education work; lärarutbildning och pedagogisk yrkesverksamhet},
abstract = {This article examines the impact of the COVID-19 pandemic (2020–2022)on Religious Education in Germany and Sweden, focusing on online instructionalmaterials offered by four Protestant denominations. Using Hellspong’s compara-tive analysis framework, it assesses the language, content, and social tone of thesematerials. The study compares the denominations’ responses to the pandemic andfinds that they all acknowledge its challenges and offer coping strategies for Reli-gious Education. They primarily adhere to ‘denominational exclusivity’ and rarelyinclude links to other denominations. Additionally, the study explores the potentiallessons for future pandemics with ongoing lockdowns. These instructional textsserve as platforms to address suffering, offer hope, and provide support to familiesand parents engaged in home-schooling, demonstrating the value of instructionaldigital texts during crises like pandemics.},
issn = {1437-7160}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2025_2,
title = {Religious Education in Sweden: Current Developments and Challenges},
author = {von Brömssen, Kerstin},
year = {2025},
journal = {Zeitschrift für Pädagogik und Theologie},
volume = {2},
number = {77},
pages = {168--179},
doi = {10.1515/zpt-2025-2018},
language = {eng},
keywords = {religious education; sweden; curriculum; syllabi; research},
abstract = {This article accounts for religious education (RE) in the Swedish national curriculum and syllabi, which currently consists in three sub-areas: “religions and other worldviews”, “religion and society”, and “ethics and questions of life”. Research from the different sub-areas is discussed in order to describe the challenges the subject faces in teaching today. Some of the societal contexts and major school reforms that have contributed to changes in the subject since the 1920s are explained. The article argues that RE is sometimes appreciated but also has weak legitimacy and a rather unclear aim of teaching.},
issn = {1437-7160}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonpeter_2025,
title = {The theological turn of Gert Biesta – Towards an eschatological education},
author = {Karlsson, Peter},
year = {2025},
journal = {Zeitschrift für Pädagogik und Theologie},
volume = {2},
number = {77},
pages = {191--201},
doi = {10.1515/zpt-2025-2020},
language = {eng},
publisher = {: Walter de Gruyter},
keywords = {educational philosophy; post secular education; theology and education; eschatological education; critical pedagogy; bildungsphilosophie; postsäkulare bildung; theologie und bildung; eschatologische bildung; kritische pädagogik},
abstract = {This article explores Dutch philosopher Gert Biesta’s theological turn in educational philosophy, emphasizing theological themes aimed at fostering emancipated, dialogical subjects. Influenced by post-structuralists like Levinas, Derrida, and Rancière, Biesta emphasizes the teacher’s role in challenging students to transcend their current conditions and develop deeper existential relationships. Key theological concepts – transcendence, immanence, God, revelation, and the Gift – are central to Biesta’s vision, aligning educational practices with theological and metaphysical notions for the sake of shaping individual subjectivities.At the core of this exploration lies the concept of „eschatological education,“ which has emerged in discussions of theology and education. Drawing on Platonic and Christian metaphysical frameworks, this concept posits education as a means of liberation from socio-political constraints. By using this concept to analyze Biesta’s works, the article questions whether Biesta’s interpretation of transcendence sufficiently achieves emancipatory goals and cultivates critical subjectivity. The essay concludes by highlighting the need for methodological clarity in achieving the receptive states that Biesta argues are crucial for educational emancipation, advocating for participatory metaphysics that integrates surprise and disturbance in the learning process.},
issn = {1437-7160}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lidnjohanna_2023,
title = {The Pedagogical Philosophy of a Village Schoolteacher in Nineteenth-Century Sichuan},
author = {Lidén, Johanna},
year = {2023},
journal = {Hualin International Journal of Buddhist Studies},
volume = {2},
number = {6},
pages = {30--64},
doi = {10.15239/hijbs.06.02.03},
language = {eng},
publisher = {: Cambria Press},
keywords = {village schools; self-cultivation; neo- confucianism; wang yangming; liumen tradition},
abstract = {There is abundant research on the examination system, and to a lesser degree, some research on the lower level of the educational system in late imperial China. The extant sources are predominantly written from above—that is, administrators and officials setting the aims of schooling in counties and villages—but the voices of the pupils/students and their teachers are absent. Therefore, compared with earlier sources, the book Cunxue jiuyu 村學究語 [Words of a Village Schoolteacher], written by Liu Hengdian 劉恆典 (1809–1884) and published in 1864, gives us unique insight and a different perspective. Here, Liu describes his own experiences of teaching, and comments on other teachers, attitudes of parents, and dynamism of students. Furthermore, he develops his philosophy of pedagogy. The text shows that he rests on a long tradition of how to read the classics and that this method is intertwined with the aims of self-cultivation. It also shows that he follows the Neo-Confucian tradition of both Zhu Xi and Wang Yangming, and that he is searching for an authoritative teaching style rather than an authoritarian one.},
issn = {2576-2923}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2016_2,
title = {Comparing Clementines and Satsumas: Looking at Religion in Indian Schools from a Nordic Perspective},
author = {Niemi, Kristian},
year = {2016},
journal = {Religions of South Asia},
volume = {3},
number = {9},
pages = {332--355},
doi = {10.1558/rosa.v9i3.27907},
language = {eng},
publisher = {Sheffield, UK : Equinox Publishing},
keywords = {comparative education; comparative religious education; education; india; indian education; religious education; sweden; re; subject didactics; utbildning; ämnesdidaktik; komparativ religionsundervisning; indien; indisk utbildning; skola; sverige; religious studies and theology; subject learning and teaching},
abstract = {It is sometimes claimed that there is no religious education in the general Indian school system. there are reasons to suggest that matters are more complex than that. Combining the two fields of religious and comparative educational studies, this article shows that there are themes in Indian syllabuses and teaching materials that involve religious content. Empirical data include the Indian National Policy of education, the National Curriculum Framework and syllabuses, as well as syllabuses and textbooks from a particular school board (CISCe). },
issn = {1751-2689}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wiktorinpierre_2024,
title = {Interkulturalitetens väntade och oväntade motkrafter},
author = {Wiktorin, Pierre},
year = {2024},
journal = {Mångfaldens möten},
pages = {47--70},
doi = {10.15626/9789180821476},
language = {swe},
publisher = {: Linnaeus University Press},
abstract = {Föreliggande antologi behandlar mångfald, flerspråkighet och interkulturella perspektiv. Författarna till kapitlen förstår och förhåller sig på olika sätt till begreppet “interkulturalitet” och ett av antologins syften är att visa på vikten och bredden i den forskning som brukar förknippas med interkulturella perspektiv, flerspråkighet och mångfald inom skola och utbildning. Antologin binder samman och exemplifierar den mångfacetterade forskning som bedrivs på Linnéuniversitetet idag. Vår förhoppning är att du som forskare, blivande, lärare, yrkesverksam lärare eller lärarutbildare ska läsa, reflektera över och kunna ha nytta av bidragen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedttorsten_2019,
title = {Framställningen av treenighetsläran i läroböcker i religionskunskap},
author = {Löfstedt, Torsten},
year = {2019},
journal = {HumaNetten},
volume = {42},
pages = {131--155},
doi = {10.15626/hn.20194207},
language = {swe},
publisher = {Växjö : Linnaeus University},
keywords = {treenigheten; kristendom; teologi; religionskunskap; ämnesspråk; study of religions},
issn = {1403-2279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedttorsten_2022,
title = {Den historiske Jesus i ämnet religionskunskap},
author = {Löfstedt, Torsten},
year = {2022},
journal = {HumaNetten},
number = {49},
pages = {45--64},
doi = {10.15626/hn.20224904},
language = {swe},
publisher = {: Linnaeus University Press},
keywords = {religionsdidaktik; historiske jesus; study of religions},
issn = {1403-2279}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlbeckjohan_2022_3,
title = {Den pedagogiska filosofins återkomst?},
author = {Dahlbeck, Johan},
year = {2022},
journal = {Pedagogisk forskning i Sverige},
volume = {2},
number = {27},
pages = {167--169},
doi = {10.15626/pfs27.02.09},
language = {swe},
publisher = {: Swedish Educational Research Association},
keywords = {pedagogisk filosofi},
issn = {1401-6788}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfbergarvid_2023,
title = {Abduktion som kunskapsfilosofi och forskningsmetod},
author = {Löfberg, Arvid},
year = {2023},
journal = {Pedagogisk forskning i Sverige},
volume = {4},
number = {27},
pages = {17--36},
doi = {10.15626/pfs27.04.02},
language = {swe},
publisher = {: Linnaeus University},
abstract = {En utmaning för kunskapsteoretiker och filosofer är relationen mellan den värld vi ser och kunskaper eller teorier, idéer om denna värld. Vad är det vi ser? Och hur överförs det vi ser till mentala bilder. Perception och varseblivning har därför betraktats som en viktig psykologisk fråga. Här aktualiseras frågan vad som utmärker den värld vi ser. Neurofysiologi har utvecklats under de senare åren och kan fastställa vår hjärnas funktionssätt och på ett mer och mer förfinat sätt identifiera våra nervbanor och områden i hjärnan där mycket av de mentala aktiviteter som rör var våra olika varseblivningar äger rum. Men denna kunskap kan aldrig besvara hur och vad det är vi varseblir, det vill säga hur vi skapar kunskap om världen så att den blir begriplig för oss som människor. I det här kapitlet kommer jag därför att diskutera abduktion som en tänkbar tankefigur för att kunna förstå hur vi som människor med vårt kunnande och vårt sätt att varsebli den värld vi lever i har kommit att framträda. Jag kommer till stor del förankra min diskussion i ett försök att bland annat förena Piaget, Peirce och Gibson.},
issn = {1401-6788}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2023,
title = {Tolkningens metodologi och selektiv abduktion},
author = {Matta, Corrado},
year = {2023},
journal = {Pedagogisk forskning i Sverige},
volume = {4},
number = {27},
pages = {37--61},
doi = {10.15626/pfs27.04.03},
language = {swe},
publisher = {: Swedish Educational Research Association},
keywords = {kreativ abduktion; selektiv abduktion; tolkning; kvalitativ metod; grundad teori; hermeneutik; practical philosophy; education},
abstract = {I denna artikel diskuterar jag grunderna för tolkning som metodologisk ansats. Pedagogisk forskning har under lång tid gett begreppet tolkning en central metodologisk och teoretisk roll, och flera populära metoder inom pedagogik syftar till att generera tolkningar av mänskligt agerande. Jag argumenterar för två huvudsakliga teser. Enligt den första tesen är tolkningens struktur abduktiv. Enligt en vanlig konceptualisering, som härstammar från C.S. Peirces arbete, är abduktion ett resonemangsschema som innebär att man utifrån premisser bestående av en mängd observationer och en teori, härleder slutsatsen att teorin är (tentativt) sann. Den andra tesen som jag argumenterar för är att när tolkningen används som metodologiskt redskap, måste den vila på en speciell form av abduktion: selektiv abduktion. Selektiv abduktion innebär att flera hypotetiska teorier jämförs och att den teori som bäst förklarar observationerna accepteras. Jag argumenterar för att de resonemang som är typiska för tolkande ansatser i samhällsvetenskapen inte kan undvika en kontrastiv, jämförande och därmed selektiv dimension. Att tolka är i sitt väsen att jämföra. Samtidigt kritiserar jag att Peirces ursprungliga konceptualisering kan vara ett korrekt metodologiskt tillvägagångssätt för tolkning. Jag avslutar med att diskutera vissa konkreta metodologiska konsekvenser för kvalitativa metoder.},
issn = {1401-6788}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_qvarsellbirgitta_2023,
title = {Några möjligen tankeslipande satser … Om abduktion – i edukologin},
author = {Qvarsell, Birgitta},
year = {2023},
journal = {Pedagogisk forskning i Sverige},
volume = {4},
number = {27},
pages = {102--120},
doi = {10.15626/pfs27.04.06},
language = {swe},
publisher = {: Linnaeus University},
keywords = {kvalitet och kvantitet; edukologi; empiri och teori; teori och praktik; databildning; variation},
abstract = {Artikeln handlar om relationen mellan abduktion som forskningsmetodiskt redskap i social forskning och edukologi som akademiskt ämne. Temat lyfter fram och fokuserar forskningsproblem som också kan finnas inom andra vetenskapliga discipliner, främst psykologi men också socialantropologi och sociologi. I diskussioner om teori med pedagogiska syften och innehåll bör vi ta i beräkningen att begrepp som ideologi och praktik i den empiriska verklighet som erbjuder data är mycket nära relaterade i detta begreppsfält. Centrala begrepp och hur de kan användas i olika kontexter, till exempel utvecklingsuppgifter (developmental tasks), mening och meningserbjudande, mellanrum och mellanperioder, generativa teman och problemet att göra människor medvetna om sina mänskliga rättigheter och möjligheter utgör exempel på begrepp och områden. Problemet att skapa data (databildning) blir viktigt att begrunda i abduktiv forskning: hur tar vi oss fram från data till teori, eller från teori till data i den variation och mångfald som det empiriska fältet erbjuder. Texten tar specifikt upp ett utvärderingsprojekt som kom att utvecklas till ett forskningsprojekt: Folkprojektet som visar en variation i data relaterat till en variation av perspektiv. Här finns också en variation avseende kvalitativt och kvantitativt i databildningen i den edukologiska forskningen. },
issn = {1401-6788}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonsusanne_2023,
title = {Perspektivskifte som abduktiv metod för att reda ut frustrationer},
author = {Andersson, Susanne},
year = {2023},
journal = {Pedagogisk forskning i Sverige},
volume = {4},
number = {27},
pages = {144--156},
doi = {10.15626/pfs27.04.08},
language = {swe},
publisher = {: Linnaeus University},
keywords = {abduktion; habituation; perspektivskifte},
abstract = {Abduktion beskriver Peirce som en process som uppstår då forskaren möter något som förbryllar i ett empiriskt material och som efter viss tankemöda bidrar till att nya idéer uppkommer som går att undersöka vidare. Trots Peirces omfattande publikationer som behandlar denna process är han ytterst sparsam kring att ge metodologiska råd hur förflyttningen från något som förbryllar till nya insikter går till. Peirces begrepp habituation kan ge en viss vägledning, vilket enligt Peirce avser att forskaren behöver ha en beredskap att tänka på nya sätt, det vill säga en förmåga att ständigt lära för att kunna utveckla nya tankemönster där inspiration kan erhållas från en variation av material och personer. I denna artikel presenteras perspektivskifte som en metod vilken kan hjälpa forskaren med förflyttningen från begränsande till nya tankemönster. Metoden innebär initialt att forskaren stannar upp vid utsagorna och reflekterar över det egna perspektivet, egentligen de egna tankemönstren formade utav tidigare erfarenheter. Den egna förståelsen ställs sedan i förhållande till det perspektiv från vilket intervjupersonen talar, vilket även det är format utav tidigare erfarenheter. Tillämpandet av metoden illusteraras utifrån ett etnografiskt intervjumaterial med äldre manliga närpoliser som berättar om den nya organisatoriska praktik som uppstod i och med närpolisreformen.},
issn = {1401-6788}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mattacorrado_2022_1,
title = {Teoretisk och normativ pedagogisk forskning är alltid relevant – även ur ett rent instrumentellt perspektiv},
author = {Matta, Corrado},
year = {2022},
journal = {Pedagogisk forskning i Sverige},
volume = {1},
number = {28},
pages = {155--159},
doi = {10.15626/pfs28.0102.06},
language = {swe},
publisher = {: Linnaeus University},
keywords = {education; practical philosophy},
issn = {1401-6788}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_wallensteinfrederik_2019_2,
title = {What does Óðinn do to the Túnriðor? An Interpretation of Hávamál 155},
author = {Wallenstein, Frederik},
year = {2019},
journal = {Myth, Materiality and Lived Religion},
pages = {397--421},
doi = {10.16993/bay.n},
language = {eng},
publisher = {Stockholm : Stockholm University Press},
keywords = {history of religion}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_zairnicholas_2024,
title = {Priests, oxen and the Indo-European taxonomy of wealth in the Iguvine Tables},
author = {Zair, Nicholas},
year = {2024},
journal = {Indo-European Interfaces},
pages = {249--274},
doi = {10.16993/bcn.l},
language = {eng},
publisher = {Stockholm : Stockholm University Press},
abstract = {The Iguvine Tables are seven bronze tablets from Iguvium (modern-day Gubbio) in Italy, dating from between the late third to late second or early first century BC. They are written in Umbrian, a Sabellic language, and record the rituals and acts of a group of priests, known as the Atiedian brotherhood. In this chapter I will focus on the word arsmo and its derivatives, which are attested in a number of contexts. In general, arsmo has been translated as something like like ‘rites, rituals’, or ‘priests, magistrates’, which is largely a guess based on its appearance in contexts of formulae like the following: nerf. arsmo. ueiro pequo. castruo. fri. pihatu. ‘purify the magistrates, arsmo, men, cattle, heads (of corn?), crops’. I argue that arsmo should be understood as the Umbrian equivalent of Latin armenta ‘herds of (large) cattle’, and that this formula is an expanded version of a well-attested Indo-European merism which represents the types of mobile wealth *u̯iHro- pek̑u- ‘men and cattle’; in this case each member has been subject to a doubling. The first member has been divided into nerf ‘magistrates, upper class men’, and ueiro ‘(other) men’, and the second into arsmo ‘large cattle’ and pequo ‘small cattle’. Derivatives of arsmo are found in arsmahamo ‘form up into groups’ and in perca arsmatiam ‘cowherd’s staff’. The latter is part of the equipment of the Umbrian augur, suggesting that the Atiedian brothers, like Roman and Etruscan augurs, carried a crook which was originally the equipment of an animal herder.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sknbergami_2025,
title = {Dancing Through the Lens: Reimagining Screendance for a Diverse Future: Chapter from: Dance Education and Pedagogies in Contemporary Contexts},
author = {Skånberg, Ami},
year = {2025},
journal = {Dance Education and Pedagogies in Contemporary Contexts},
pages = {4},
doi = {10.16993/bcx.o},
language = {eng},
keywords = {dance education; screendance; intersectionality; decolonisation; dance pedagogy; auto biography; artist talk},
abstract = {In this chapter, authors Ami Skånberg and Cara Hagan explore educational approaches for screendance, a hybrid art form that weaves together choreographic and cinematic practices. They share how screendance as a field has evolved, and how it slowly starts to become a part of higher education. By describing how the authors have worked to incorporate screendance into both their own artistic practices and into higher education, they explore how screendance can function as a platform for transformation. Screendance offers a unique opportunity to challenge traditional hierarchies in the arts, which have often been dominated by Western aesthetics, structures, and forms. By integrating screendance into higher education, the authors work to disrupt supremacist legacies by amplifying voices and perspectives that have been historically marginalized. This approach and others described in the chapter decenter Western models of art and education by embracing global perspectives, histories, and philosophies that do not conform to traditional or mainstream Western educational structures.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hedmanchristina_2019,
title = {Introductory commentary: Lived experiences of qur’anic schooling in Scandinavia},
author = {Hedman, Christina and Ganuza, Natalia},
year = {2019},
journal = {Apples - Journal of Applied Language Studies},
volume = {4},
number = {13},
pages = {7--13},
doi = {10.17011/apples/urn.201912185421},
language = {eng},
publisher = {: Apples - Journal of Applied Language Studies},
keywords = {literacy education; multilingualism; faith literacy; språkdidaktik; language education},
abstract = {Reading the contributions to this special issue, it is striking how little research has hitherto been conducted on qur’anic schooling and Qur’an faith literacy practices in Scandinavia, despite it being well-known that the Qur’an schools constitute important religious and social meeting points for many Muslim faith members (e.g., Risenfors, Gurdal, & Sorbring, 2011). In all of the Scandinavian countries, numerous children and adolescents regularly attend qur’anic schooling from a very young age. As argued by Day and Rogaly (2014), shared Islamic faith literacy practices and participation in qur’anic schooling thus contribute to creating a sense of social belonging and coherence for many faith members. Despite this being the case, we still know very little about faith members’ lived experiences of qur’anic schooling. This lack of attention in the research seems to be a global rather than a local phenomenon. For example, Moore (2011) claims that qur’anic schooling is “[o]ne of the least-studied and most poorly understood educational institutions in today's world.” Consequently, all of the papers in this special issue make a valuable contribution in widening the research focus, and in counteracting the invisibilization of qur’anic schooling and faith literacy in the research.},
issn = {1457-9863}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2019_3,
title = {Liturgical literacy as hidden capital: Experiences from Qur’an education in Sweden},
author = {Berglund, Jenny},
year = {2019},
journal = {Apples - Journal of Applied Language Studies},
volume = {4},
number = {13},
pages = {15--25},
doi = {10.17011/apples/urn.201912185422},
language = {eng},
publisher = {: Apples - Journal of Applied Language Studies},
keywords = {liturgical literacy; capital; islam; qur’an education},
abstract = {This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.},
issn = {1457-9863}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jacksonrobert_2016_2,
title = {Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe},
author = {Jackson, Robert},
year = {2016},
journal = {Social Inclusion},
volume = {2},
number = {4},
pages = {14--25},
doi = {10.17645/si.v4i2.493},
language = {eng},
publisher = {: Cogitatio},
keywords = {council of europe; education; extremism; globalisation; intercultural; pluralisation; religions; secularisation; teaching; world views},
abstract = {This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within the Council of Europe since 2002, with a particular focus on Signposts: Policy and Practice for Teaching about Religions and Nonreligious World Views in Intercultural Education, a text published by the Council of Europe in 2014. Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.},
issn = {2183-2803}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2021_3,
title = {Ett fokus på levd islam bortanför maximalistiska representationer},
author = {Berglund, Jenny},
year = {2021},
journal = {Fordommer i skolen},
pages = {183--197},
doi = {10.18261/9788215037417-2021-08},
language = {swe},
publisher = {: Universitetsforlaget},
keywords = {religious education; islam; maximalist; interpretation; stereotypical; religionsundervisning; tolkning; stereotyp; educational science; pedagogik med inriktning mot utbildningsvetenskap},
abstract = {Forskning om religionsundervisning visar att religioner ofta representeras på ett maximalistiskt sätt som tenderar att förmedla en stereotyp bild av religiösa människor vilket riskerar att leda till fördomar. I kapitlet diskuteras hur ett religionsvetenskapligt perspektiv med fokus på levd religion kan bidra till ett mer nyanserat perspektiv på religion och religiösa människor. Islam används som exempel för att belysa den variation av praktik och tolkningar som förekommer. Det ger också konkreta exempel på den tolkningsvariation som finns bland människor som kallar sig muslimer.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_eleniuslars_2024,
title = {Sanning och samvete - en utvärdering av arbetet med sannings- och försoningskommissionen för tornedalingar, kväner och lantalaiset i Sverige: [Truth and Conscience – An Evaluation of the Work on the Truth and Reconciliation Commission of Tornedalians, Kvens and Lantalaiset]},
author = {Elenius, Lars},
year = {2024},
journal = {Heimen},
volume = {4},
number = {61},
pages = {351--373},
doi = {10.18261/heimen.61.4.6},
language = {swe},
publisher = {: Scandinavian University Press},
keywords = {tornedalians; truth and reconciliation commission; knowledge-relativism; assimilation policy; threat pictures; nationalism; cultural loss; tornedalingar; sannings- och försoningskommission; kunskapsrelativism; assimileringspolitik; hotbilder; kulturell förlust},
abstract = {Sannings- och försoningskommission för tornedalingar, kväner och lantalaiset (SFK) tillsattes 2020 för att undersöka statens assimileringspolitik mot de tre grupperna under 1800- och 1900-talet. I artikeln beskrivs arbetet i kommissionen som en förhandling mellan olika intressen och professioner om vad som hänt i det förflutna. Historieämnets roll och kunskapsprocessen i arbetet undersöks utifrån de direktiv som gavs, inledningsvis den kunskapsrelativism som direktivet återspeglar eftersom begreppen kväner och lantalaiset inte användes under assimileringspolitiken i Tornedalen. Etableringen av de två etnonymerna på 1990-talet förklaras med deras koppling till urfolksfrågan och tornedalingarna krav på att kunna utöva traditionella näringar. I SFK:s beskrivning och analys av assimileringspolitiken redogörs för hur militära, utrikespolitiska, religiösa och rasbiologiska hotbilder påverkade den statliga synen på tornedalingarna. Assimileringspolitiken har medfört att tornedalingarnas historia ofta osynliggjorts i svensk historieskrivning, likaså det finska folkets historia som en integrerad del av tornedalingarnas historia. SFK visar hur en exkluderande nationalistisk hållning till tornedalingarna skapade ett informellt metasystem av utbildningar för försvenskning av Tornedalen, ett sammansatt assimilerande skolsystem som utövade ett övergripande assimilerande tryck på tornedalingarna. De 198 intervjuer med tornedalingar som kommissionen använt sig av visar att statens assimileringspolitik orsakat en stor kulturell förlust för tornedalingarna som sträcker sig över generationer. Det gäller förlust av det meänkielispråkiga kulturarvet, osynliggörande i en svensk nationalistisk kontext men också frågor som berör territoriell hemvist och traditionella näringar som del av identiteten.},
issn = {0017-9841}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nilssonsjbergmattias_2017_1,
title = {Att (våga) möta det oväntade. Historien om den bångstyriga stolen.},
author = {Nilsson Sjöberg, Mattias},
year = {2017},
journal = {Norsk Pedagogisk Tidsskrift},
volume = {2},
number = {101},
pages = {191--191},
doi = {10.18261/issn.1504-2987-2017-02-08},
language = {swe},
publisher = {: Universitetsforlaget},
issn = {1504-2987}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brobergmaximilian_2016,
title = {[Review of:] Religious Education in Contemporary Pluralistic Sweden / Karin Kittelmann Flensner},
author = {Broberg, Maximilian},
year = {2016},
journal = {Nordic Journal of Religion and Society},
volume = {2},
number = {29},
pages = {154--155},
doi = {10.18261/issn.1890-7008-2016-02-06},
language = {eng},
publisher = {: SCANDINAVIAN UNIV PRESS-UNIVERSITETSFORLAGET AS},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2017_4,
title = {Niels Reeh : Secularization Revisited Teaching of Religion and the State of Denmark. 1721-2006 Boundaries of Religious Freedom. Regulating Religion in Diverse Societies, vol. 5.},
author = {von Brömssen, Kerstin},
year = {2017},
journal = {Nordic Journal of Religion and Society},
volume = {1},
number = {30},
pages = {82--84},
doi = {10.18261/issn.1890-7008-2017-01-05},
language = {eng},
publisher = {: Scandinavian University Press / Universitetsforlaget AS},
keywords = {educational science},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kardemarkwilhelm_2020,
title = {Maximilian Broberg ‘Stay a While and Listen’: Understanding the Dynamics of Mediatization, Authority, and Literacy in Swedish Religious Education},
author = {Kardemark, Wilhelm},
year = {2020},
journal = {Nordic Journal of Religion and Society},
volume = {2},
number = {33},
pages = {135--137},
doi = {10.18261/issn.1890-7008-2020-02-08},
language = {eng},
publisher = {: Scandinavian University Press / Universitetsforlaget AS},
keywords = {religious education; religion and media.},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_zetterqvistkirstengrnlien_2014,
title = {Religion i skolen; her, der og hvor-som-helst?},
author = {Zetterqvist, Kirsten Grönlien and Skeie, Geir},
year = {2014},
journal = {Norsk pedagogisk tidsskrift},
volume = {5},
number = {98},
pages = {305--315},
doi = {10.18261/ISSN1504-2987-2014-05-02},
language = {nor},
abstract = {Artikkelen drøfter religion i skolen basert på et nylig avsluttet forskningsprosjekt som har sett på såkalt «livskunskap» i Sverige og drøfter dette opp mot situasjonen i norsk skole. «Livskunskap» dekker en variert praksis fra mobbeprogrammer til yoga, og legitimering av virksomheten viser til både skolens verdigrunnlag, forebyggende helse, sosioemosjonell læring og personlig utvikling. Også mindfulnesstenkning med sin buddhistiske bakgrunn blir satt inn i denne brede sammenhengen. I Norge kan man spore en liknende utvikling med bruk av ulike sosioemosjonelle programmer i skolen, men foreløpig med mindre religiøs tilknytning enn i Sverige. På bakgrunn av diskusjonen foreslås det at religion i skolen bør utforskes ut fra et åpent religionsbegrep som ikke har rigide skillelinjer mellom det religiøse og det sekulære.},
issn = {0029-2052}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundmarkevelina_2022,
title = {Nonbelief, Majority Church, and National Identity: Conceptions of Cultural Christianity, the Danish 'Folk Church', and Danishness},
author = {Lundmark, Evelina and Lundahl Mauritsen, Anne},
year = {2022},
journal = {Nordic Journal of Religion and Society},
volume = {2},
number = {35},
pages = {83--95},
doi = {10.18261/njrs.35.2.2},
language = {eng},
publisher = {: Universitetsforlaget AS},
keywords = {nonreligion; atheism; national identity; cultural christianity; nominal christianity; sociology of religion; religionssociologi},
abstract = {In this article, we utilize theories on nominal Christianity and stickiness to analyze 30 qualitative interviews collected in Denmark as part of an international research project investigating nonbelief. We analyze the data with the aim of answering the following tripartite research question: how do the participants conceptualize Danish culture and values? How do they speak about Folkekirken (the Danish Folk Church) when discussing Danish culture? And to what degree do they draw parallels between cultural Christianity and Danishness? In our analysis we highlight two main themes. First, we present how the participants perceive Folkekirken as a facilitator of culture and tradition rather than of religion; and second, we analyze the participantsʼ notions of national identity and cultural Christianity and find that their perceptions of Danish values are linked to their conceptions of cultural Christianity. We conclude that analysis of nonreligion in Denmark must take the role of Folkekirken and the particularity of Danish culture into account to acquire sufficient depth and accuracy.},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tjomslandandreas_2024,
title = {Revealing the revivals: towards a common nordic framework for digital mapping of places of worship},
author = {Tjomsland, Andreas and Gelfgren, Stefan and Ejstrud, Bo and Dahlbacka, Jakob},
year = {2024},
journal = {Nordic Journal of Religion and Society},
volume = {2},
number = {37},
pages = {106--122},
doi = {10.18261/njrs.37.2.3},
language = {eng},
publisher = {: Universitetsforlaget},
keywords = {geographical information systems; geography of religion; gis; nordic countries; places of worship},
abstract = {This article proposes a Nordic GIS-based framework and platform for the digital registration and visualisation of places of worship and discusses how such a research infrastructure can be built to aid research on the spatial and temporal dimensions of religion in the Nordic countries, initially limited to Christian places of worship. The platform is scalable and can include other geographical areas or layers of information in the future. The data will be open for others to reuse and combine with additional datasets. The article presents the current data available from four Nordic countries and discusses methods of retrieving, vetting, and coordinating this data. The article then suggests a framework based on registering at least 13 fields of information at each place of worship and proposes a common taxonomy of religious affiliation facilitating research across borders. Combining spatial and temporal data with multi-level data on religious affiliations will open new possibilities for further research on the ebb and flow of religious movements in the Nordic countries.},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjborganders_2025,
title = {Public servants on public religion: Attitudes among Swedish teachers of Religious Education},
author = {Sjöborg, Anders},
year = {2025},
journal = {Nordic Journal of Religion and Society},
volume = {1},
number = {38},
pages = {1--16},
doi = {10.18261/njrs.38.1.1},
language = {eng},
publisher = {: Scandinavian University Press},
keywords = {public religion; symbols; veil; school; teacher; professionalism; sociology of religion; religionssociologi},
abstract = {This study investigates the attitudes of Swedish Religious Education (RE) teachers toward public religion and religious symbols, comparing their views to the general population. In secularized and diverse Sweden, the presence of religious symbols in public spaces is contentious. Data from a survey among Swedish teachers of Religious Education is compared with survey data from a representative population sample and complemented with teacher interviews. The study reveals that the Swedish teachers of RE are generally more accepting of public religion than the broader population. However, teachers show differing levels of acceptance for religious symbols: about half support smaller symbols like a cross or star of David, but there is less acceptance for more visible symbols such as the veil or turban. This ambivalence stems from their emphasis on neutrality and objectivity in their professional roles. The study underscores the complexity of public religion in secular societies and the need for ongoing discussion about religious symbols in education.},
issn = {0809-7291}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stangelandkaufmantone_2022,
title = {Et brutalt virkelighedsmøde},
author = {Stangeland Kaufman, Tone and Danbolt, Lars Johan and Saxegaard, Fredrik and Donskov Felter, Kirsten},
year = {2022},
journal = {Teologisk Tidsskrift},
volume = {4},
number = {11},
pages = {200--212},
doi = {10.18261/tt.11.4.3},
language = {nor},
publisher = {: Scandinavian University Press / Universitetsforlaget AS},
keywords = {pastoral education; church of norway; knowledge resources; normativity; practice shock; theological knowledge; praktisk teologi med religionsbeteendevetenskap; practical theology including religious behavioural sciences},
abstract = {A study among novice clergy shows that for some the encounter with local congregations in the Church of Norway has been quite demanding in that they have experienced a mismatch between the content and emphasis of their training and their everyday tasks. From a practical theological perspective, and drawing on knowledge and practice theory,the article discusses how this problem can be interpreted. It is argued that rather than being a matter of insufficient knowledge resources, this indicates a normative discrepancy between the theological and liturgical ideals that the novice pastor brings from his/her training, and local congregational traditions. Finally, there is a discussion of how the training can deal with this challenge.},
issn = {1893-0263}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_stangelandkaufmantone_2024,
title = {Lære å bli profesjonsutøver – eller lære å være praksisstudent?: Praksisperioder som medierende grensesoner i presteutdanning},
author = {Stangeland Kaufman, Tone and Saxegaard, Fredrik and Felter, Kirsten Donskov and Ideström, Jonas},
year = {2024},
journal = {UNIPED},
volume = {3},
number = {47},
pages = {199--211},
doi = {10.18261/uniped.47.3.3},
language = {nor},
publisher = {: Scandinavian University Press / Universitetsforlaget AS},
keywords = {internship; professional learning; liminality; boundary theory; clergy; praktisk teologi med religionsbeteendevetenskap; practical theology including religious behavioural sciences},
abstract = {The article discusses internships at the end of longer professional university studies. The empirical material is taken from a larger project about newly educated clergy in Denmark, Norway and Sweden, which follows them from the last term of their education and three years into their ministry. The article builds on focus groups and individual interviews that thematize internship periods, with an emphasis on experiences of mastery and shortcomings in these. The research question concerns how practice periods can be understood as learning arenas, and what conditions enable and limit professional learning in these activities. Similarities and differences between the countries helped to identify three critical tensions in the facilitation of internships: the relationship between practising the professional role and the internship role, the relationship between doing professional tasks and developing one’s professional identity, and the tension between preparing to become a professional and conducting professional work. These three findings are elaborated and discussed using perspectives from liminality theory and boundary theory. The article nuances the understanding of internships as liminal zones, and shows how different learning mechanisms open and close the students’ movement between study and profession. We also discuss the importance of the supervisor’s positioning, and the complexity of the relationship between professional tasks and professional role.},
issn = {1893-8981}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cerrattopargmanteresa_2023,
title = {New Vistas on Responsible Learning Analytics},
author = {Cerratto-Pargman, Teresa and McGrath, Cormac and Viberg, Olga and Knight, Simon},
year = {2023},
journal = {Journal of Learning Analytics},
volume = {1},
number = {10},
pages = {133--148},
doi = {10.18608/jla.2023.7781},
language = {eng},
publisher = {: Society for Learning Analytics Research},
keywords = {data feminism; critical theory; ethical guidelines; learning analytics; responsibility; research paper},
abstract = {The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case — algorithmic decision-making — as a point of departure.},
issn = {1929-7750}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jusubaidijusubaidi_2024,
title = {A model of transformative religious education: teaching and learning Islam in Pondok Modern Darussalam Gontor, Indonesia},
author = {Jusubaidi, Jusubaidi and Lindgren, Tomas and Mujahidin, Anwar and Rofiq, Ahmad Choirul},
year = {2024},
journal = {Millah: Journal of Religious Studies},
volume = {1},
number = {23},
pages = {171--212},
doi = {10.20885/millah.vol23.iss1.art6},
language = {eng},
publisher = {: Universitas Islam Indonesia},
keywords = {islamic boarding school; pondok pesantren; pondok modern darussalam gontor; teaching and learning islam; transformative religious education},
abstract = {This research aims to examine character education in pesantrens (Islamic boarding schools also known as pondok pesantren) as a model of religious education in transforming the attitudes of students in line with the values and culture of a diverse society. This study is based on documents related to the curriculum and student guidance system, which were confirmed through interviews with leaders and teachers, as well as observations at Pondok Modern Darussalam Gontor, Indonesia. The research findings indicate that Pondok Modern Darussalam Gontor, Indonesia, has implemented a transformative education system. Students have undergone a transformation from traditional, fanatic, and closed values to modern, rational, disciplined, inclusive, independent, and responsible ones. The transformation in students' personalities occurs not only through classroom learning but also through reflective engagement in pesantren management, discussions, and public speaking exercises. The findings of this study imply that the religious education system in pesantrens should prioritize not only the cognitive aspects of doctrinal religious knowledge, but also involve students in society, fostering open, tolerant, and rational characters.},
issn = {1412-0992}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2016_2,
title = {Using interactive tools and teaching methods to prepare teacher students for the task of conveying basic values},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2016},
journal = {EDULEARN16 Proceedings},
pages = {7197--7201},
doi = {10.21125/edulearn.2016.0567},
language = {eng},
publisher = {Valencia : IATED Academy},
keywords = {basic values; evaluative profiles; conveying values; teacher education; value reproduction; individualism; interactive learning tools; teaching methodology},
abstract = {Generally, teachers are expected to convey certain basic values to their pupils in addition to the task of mediating knowledge. These values differ between different countries and may be either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In light of this aspect of the teacher profession, we take it to be an important ingredient in the teacher education to prepare teacher students for the task of conveying such basic values. The present paper focuses on pedagogical challenges in relation to this task. In order to investigate the evaluative profiles of the teacher students and develop this aspect of the teacher education, we have worked according to a model with three distinct phases. (1) A survey was designed, using interactive tools and deliberately choosing questions in relation to (a) the task provided by The Swedish National Agency for Education (SNAE) of conveying a set of basic values, and (b) more extensive international studies. (2) Students were invited to answer the survey, where they received direct feedback, providing the basis for problematizing and discussing their evaluations in relation to alternative views. In addition their answers provided information for us to map their evaluative profile. (3) The evaluative profile wasin turn put in relation to the basic values of their future profession and international research. Hence the students were engaged in creating a substantial part of the study material of the course used as apoint of departure for critical analysis and discussion, making the students aware of their own evaluative profile and alternative points of view. We believe that such an increased awareness of one’s own evaluative profile is one prerequisite to develop a professional attitude to conveying both individual and social values in the teacher’s pedagogical practice and meet the requirements from SNAE and the challenges of evaluatively diverse teaching environments. In this paper we present our method and explain how it can be used as a general model for working with values in the teacher education.}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_hanolum_2022,
title = {A Hospital Based Study of Attitude Toward the Concept of Brain Death and Organ Donation in Turkey},
author = {Hanoğlu, M and Yulug, B and Hanoglu, L and Velioglu, HA and Tokac, M},
year = {2022},
journal = {Research Square},
doi = {10.21203/rs.3.rs-2042911/v1},
language = {eng},
publisher = {: Research Square Platform LLC},
abstract = {Background Brain death in Turkey was defined as death and was accepted by official and religious authorities in a relatively early period without sufficient discussion and social consensus. Thus, there is considerable distrust and hesitation about the concept of brain death and related organ donation in Turkish society. We created a sample story in which the concept will be clearly understood in detail. Herein, we targeted healthcare workers and evaluated their attitudes towars brain death. Moreover, we assessed the effects of race, religiousness, and political conservatism parameters on their attitude.Methods A total of 491 participants aged 18–70 hospital workers were included to this study in different fields. The participants were asked to answer the evaluation questions about their demographic characteristics and conservative and religious attitudes. Finally, they were evaluated with an example story about brain death that was clearly understood in detail, the participants were asked to answer the questions on a 5-point Likert scale.Results We observed that 49.6% of the answers showed a positive attitude before the explanatory story. Furthermore, we observed that a higher education level is the most determining factor for positive attitudes. When the concept of death is explained within the framework of a story, only 32.1% of respondents approved of donating their organs. However, if the person consents to donate their organs with their own decision, this rate increased to 75.2% with a high rate of agreement. If the person is a close relative with a positive request for donation, the approval rate of the donation was 63.4%. We also determined that a positive attitude towards organ donation was inversely correlated with a higher education level and religiosity.Conclusion There is considerable resistance in society to consider this as a biological death, although it is recognized both by medical and religious authorities as legal. Higher education and a liberal world perspective have a positive effect on attitude, while religious belief has a negative effect. Even when the brain death concept is clearly explained and the candidate donor has a positive view of brain death and organ donation, this obstacle can be overcome to a certain degree approaching rates reported in Western countries.},
issn = {2693-5015}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2019_4,
title = {Handwritten Newspapers: An Alternative Medium during the Early Modern and Modern Periods},
year = {2019},
doi = {10.21435/sfh.26},
language = {eng},
publisher = {Finnish Literary Society},
abstract = {This book is the first edited volume focusing on handwritten newspapers as an alternative medium from a wide interdisciplinary and international perspective. Our primary focus is on handwritten newspapers as a social practice. The case studies contextualize the source materials in relation to political, cultural, literary, and economic history. The analysis reveals both continuity and change across the different forms and functions of the textual materials.In the 16th century, handwritten newspapers evolved as a news medium reporting history in the making. It was both a rather expensive public commodity and a gift exchanged in social relationships. Both functions appealed to public elites and their news consumption for about 300 years. From the late 18th century onwards, changing notions of publicness as well as the social needs of private or even secluded groups re-defined the medium. Handwritten newspapers turned more and more into an internal or even clandestine medium of communication. As such, it has served as a means to create social cohesion, political debate, and religious education for nonelite groups until the 20th century. Despite these changes, continuities can be observed both in the material layout of handwritten newspapers and the practices of distribution.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_romebornandreas_2020,
title = {Inledning},
author = {Romeborn, Andreas and Bladh, Elisabeth},
year = {2020},
journal = {Romanistiken i Sverige : tradition och förnyelse / Andreas Romeborn & Elisabeth Bladh (red.).},
pages = {1--18},
doi = {10.21524/kriterium.18.a},
language = {swe},
publisher = {Göteborg : Göteborgs universitet, Acta Universitatis Gothoburgensis},
keywords = {romance studies; swedish university; academic discipline; history of scholarship; metadisciplinary perspective; higher education research; romance languages},
issn = {2002-2131}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_romebornandreas_2020_1,
title = {Avslutning, med några reflektioner över dagens svenska romanistik},
author = {Romeborn, Andreas},
year = {2020},
journal = {Romanistiken i Sverige. Tradition och förnyelse / Andreas Romeborn & Elisabeth Bladh (red.).},
pages = {371--393},
doi = {10.21524/kriterium.18.t},
language = {swe},
publisher = {Göteborg : Kriterium},
keywords = {romance studies; swedish university; academic discipline; history of scholarship; metadisciplinary perspective; research community; higher education research; romance languages},
issn = {2002-2131}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_teodorowiczhellmanewa_2016,
title = {Miejsce chrześcijaństwa w szwedzkiej szkole podstawowej. Zarys historyczny i wspólczesny dyskurs społeczny},
author = {Teodorowicz-Hellman, Ewa},
year = {2016},
journal = {Forum Pedagogiczne},
volume = {1},
pages = {55--72},
doi = {10.21697/fp.2014.1.04},
language = {pol},
publisher = {: Uniwersytet Kardynala Stefana Wyszynskiego},
keywords = {religion; didaktyka; chrześcijaństwo; szwedzka szkola; religion i skolan; kristendom; svensk skola},
abstract = {Autorka ukazuje, w jaki sposób w perspektywie czasowej zmieniało się miejsce chrześcijaństwa w programach nauczania szwedzkiej szkoły podstawowej. Przedstawiona analiza wskazuje, że przedmiot religia z katechezy Lutra stał się nauką o religiach światowych i lekcjami o problematyce etycznej. O charakterze przedmiotu i jego treściach decydować zdaje się nie tylko daleko posunięta w Szwecji laicyzacja i sekularyzacja, ale też w znacznym stopniu rozwój społeczeństwa szwedzkiego w kierunku wielokulturowości i relatywizmu. Religia i wiara coraz bardziej stają się w Szwecji jedynie sprawą prywatną. Prezentowany dyskurs społeczny na temat tradycji religijnych w działalności współczesnej szwedzkiej szkoły ukazuje, jak pewne ugrupowania starają się wyeliminować z edukacji wszelkie elementy chrześcijańskie, nie zawsze zdając sobie sprawę z tego, że są one integralną częścią szwedzkiej kultury.},
issn = {2083-6325}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rndahlgerd_2009,
title = {Students inadequate knowledge about lesbian, gay, bisexual and transgender persons},
author = {Röndahl, Gerd},
year = {2009},
journal = {International Journal of Nursing Education Scholarship},
volume = {1},
number = {6},
doi = {10.2202/1548-923X.1718},
language = {eng},
abstract = {Little consideration is given to personal relationships and sexuality issues in medical care education and little if any time is allocated to non-heterosexual aspects. The present study uses a descriptive, comparative design, and a modified version of the Knowledge about Homosexuality Questionnaire to investigate nursing and medical students' knowledge on lesbian, gay, bisexual and transgender (LGBT) persons. The participants were students at a Swedish university in semester 6 of their education programs, and the response rate was 92% (n=124). The aim of the study was to look at the students' access to knowledge concerning LGBT. Shortcomings in LGBT knowledge were seen in the student groups surveyed irrespective of education program, gender or religious belief. Accordingly, it is likely that heteronormativity will continue to project its undemocratic spirit in all communication, treatment and care if something is not done with immediate effect.},
issn = {1548-923X}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2025_10,
title = {Den nordiska hushållstaten – varitationer på ett tema av Luther: Auktoritet och ansvar i de tidigmoderna danska och svenska rikena},
year = {2025},
doi = {10.22188/kriterium.57},
language = {swe},
publisher = {Makadam Förlag},
keywords = {hushåll; stat; luther; teologi; tidigmodern statsformation; norden; church history; kyrkohistoria},
abstract = {Med Martin Luthers föreställningar om samhället som ett hushåll, styrt av föräldrar, etablerades en modell för samhällsorganisation som skulle bli viktig i Norden under 16- och 1700-talen. Då de nordiska klostren med den lutherska reformationen avvecklades bildade hushållen den nya ramen för det kristna livet. Tio Guds bud ersatte där klostrens regler. Morgon- och kvällsbön ersatte på samma sätt klostrens tideböner. På olika nivåer skulle hushållet bilda den givna och legitima gemenskaps- och organisationsformen. Relationen mellan föräldrar och barn blev därför normativ långt utanför vad vi idag skulle kalla den biologiska familjen.Inom äldre forskning brukar hushållets viktiga historiska roll förknippas med den svenske kyrkohistorikern Hilding Pleijel och dennes tes om Hustavlans värld. Utifrån ny forskning styrker författarna i denna antologi Pleijels grundantagande om hushållets centrala roll. Detta sker dock på ett sätt som Pleijel själv knappast själv hade föreställt sig.Efter två kapitel som uppdaterar forskningsläget följer ett antal studier där hushållets historiska och samtidigt teologiska roller analyseras på olika nivåer. Inom de båda nordiska rikena analyseras hushållet inom vardagslivet, inom kyrkans undervisning och såsom övergripande hushållstat. Antologin har ett särskilt bidrag genom att binda samman forskningsfronter från Danmark och Sverige och erbjuder komparativa perspektiv på varför hushållet fick så likartade men samtidigt så skilda utgestaltningar i respektive rike. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_englundtomas_2019,
title = {To learn to live educationally - toward a thin moral cosmopolitanism through deliberative communication},
author = {Englund, Tomas},
year = {2019},
journal = {Knowledge Cultures},
volume = {3},
number = {7},
pages = {38--57},
doi = {10.22381/KC7320193},
language = {eng},
publisher = {: Addleton Academic Publishers},
keywords = {cosmopolitanism; deliberation; curriculum; moral cosmopolitanism; agonism; education},
abstract = {Is it reasonable, in these times of terrorism, wars, migrant refugees, racism and threatening tensions between different groups based on ethnicity, religious and cultural traditions and interpretations, to lean on the potential of education to create mutual trust and a cosmopolitan imagination? This contribution elaborates on deliberation as a way to develop a cosmopolitan curriculum. It also presents clarifications and discussion on the limits of deliberative communication for a moral cosmopolitanism. Finally, this cosmopolitan project based on deliberation is critically analyzed in relation to the challenge from agonism, and three arguments for deliberation are presented, ending up in a thin moral cosmopolitanism.},
issn = {2327-5731}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmlisbeth_2010,
title = {Youth citizenship and the millennium generation},
author = {Lindström, Lisbeth},
year = {2010},
journal = {Citizenship, Social and Economics Education},
volume = {1},
number = {9},
pages = {48--59},
doi = {10.2304/csee.2010.9.1.48},
language = {eng},
publisher = {: SAGE Publications},
keywords = {education},
abstract = {This article presents a theoretical review of the notion of citizenship using a critical analysis of published international research. A citizen may be described as a member of a political community or state who has certain legal, social and moral rights, duties and responsibilities. Based on the research, the author suggests the notion of citizenship must be seen in a broader perspective with aspects of both globalisation and local phenomena seen from a citizen's daily life experiences as well as of gender, race, sexuality, ability, ethnicity, religion and class. The notion of citizenship must also focus on cultural, demographic, political and socio-economic contexts of everyday life. The Marshall paradigm of citizenship and the various critiques of it are presented in the introduction. Widespread concerns about declining levels of political engagement and participation among young people in the entire Western world are discussed as well as more recent research that has questioned the view that young people are politically apathetic. Insights are presented about theories and perspectives of young people's citizenship, and those dimensions of citizenship that have remained invisible, such as young citizens' adoption of values of individualisation and globalisation, are highlighted.},
issn = {1478-8047}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ljunggrencarsten_2014,
title = {Citizenship education and national identity: teaching ambivalence},
author = {Ljunggren, Carsten},
year = {2014},
journal = {Policy Futures in Education},
volume = {1},
number = {12},
pages = {34--47},
doi = {10.2304/pfie.2014.12.1.34},
language = {eng},
publisher = {: SAGE Publications},
keywords = {education},
abstract = {The article is concerned with issues of national identity in a multicultural society (Sweden) and the role of citizenship education in creating a national identity. After having witnessed the terrorist attack and the traumas from Oslo and Utøya (22 July 2011), and the suicide bombing in Stockholm 11 December 2010, certain words, such as national identity and patriotism, make the project of writing on national identity from a Scandinavian perspective not just urgent but somewhat problematic. What I term national identity and democratic patriotism in the article is intended to combat all forms of chauvinistic ethno-nationality, on the one hand, and, on the other, fundamental ethno-religious identity. I argue for a particular way of understanding national identity that transcends ethnicity but also acknowledges it, by elaborating on the conception of ‘democratic patriotism’. In this respect my discussion is framed by the discussion of social integration and its importance to citizenship education, where my intention is to discriminate between the kind of national identity that refers either to aspects of political domination or a cultural hegemony, or both, and democratic and critical understanding of national identity in relation to pluralism and contingency, i.e. claims on respect for difference and otherness. The purpose of this article is to provide theoretical and empirical arguments for a didactical professional attitude and practice for reciprocal communication in this sense where meanings of national identity are discussed, tested and challenged in class. In light of the ongoing debate the article is a revisiting of concepts and a debate over concepts of national identity and belonging: how national identity can be identified, and what might be done to affirm a constructive, democratic national identity beyond both nationalism and multiculturalism. },
issn = {1478-2103}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2019,
title = {When Hell Freezes Over: Black Metal - Emancipatory Cosmopolitanism and/or Egoistic Protectionism?},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2019},
journal = {Music, Education and Religion},
pages = {208--220},
doi = {10.2307/j.ctvpb3w6q},
language = {eng},
publisher = {Abingdon & New York : Indiana University Press},
keywords = {intercultural studies; interkulturella studier}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2019_1,
title = {When Hell Freezes Over: Black Metal—Emancipatory Cosmopolitanism or Egoistic Protectionism?},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2019},
journal = {Music, Education, and Religion},
pages = {208--220},
doi = {10.2307/j.ctvpb3w6q.17},
language = {eng},
publisher = {Bloomington : Indiana University Press},
keywords = {music education; black metal; cosmopolitanism; musikpedagogik},
abstract = {In the early 1990s, churches burned in Norway and fellow musicians killed each other in the name of Satan. Revolting against Christianity and praising the Antichrist, a new (anti)liturgical satanic music genre was defined: black metal.This chapter aims to investigate and discuss Black Metal as music education and (anti)religious enculturation. This will be done in relation to philosophies where art and education are discussed as cosmopolitan in order to understand how Black Metal constructs itself as elitist and protectionist, and at the same time open and explorative. Black metal is an extreme branch of the heavy metal genre that propagates evil and celebrates Satan. Black metal can be understood as Satanist liturgic music that is in opposition to society. The chapters builds on interviews with young musicians within the genre and discusses these in relation to existing research on Satanism, Black Metal and religion. Satan symbolizes freedom and opportunities within the genre as the fallen angel who dared to oppose God. The ideals of the genre are individual growth, hate towards organized religion, and the possibility to access and develop the complete self through sublime and serious play with evil, hatred and fear. To achieve this they experiment with complex sets of expressions with the ideal of a “gesamtkunstwerk” where, the sonic, the visual and the theatrical all work together to achieve an unpleasant feeling in the audience. Black Metal challenges norms and taken for granted values and tries to deconstruct (or destroy) the fake, idyllic image of a well functioning society of free people by exposing and developing what is less pleasant in human nature and societies. Cosmopolitan education is here understood as promoting openness towards the unknown and a critical and reconstructive view of personal cultural heritage; an education that actively works to explore, share, scrutinize, respect and celebrate difference. While Black Metal is not overtly open towards other cultures, they actively explore the unknown and seek to interact with other cultural mediations. Black Metal pedagogy could inspire formal music education through its binary focus on existential aesthetic communication and artistic excellence. A celebration of the free will, creativity, critical thinking and ultimately a quest to reach one’s own full potential. At the same time Black Metal represents some of the more destructive, protective, anti-democratic and selfish ideas in present popular culture; simultaneously both cosmopolitan and anti-cosmopolitan.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2020,
title = {Religionsunterricht in Schweden},
author = {Osbeck, Christina and von Brömssen, Kerstin},
year = {2020},
journal = {WiReLex},
doi = {10.23768/wirelex.Religionsunterricht_in_Schweden.200811},
language = {eng},
publisher = {Stuttgart : Deutsche Bibelgesellschaft},
keywords = {didactic; sweden; religious education; religion; undervisning i religion; sverige; religionskunskap}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2022_1,
title = {Exploring the Concept of Ambiguity out from Simone de Beauvoir and Paulo Freire: a Lens to Contemporary Education},
author = {von Brömssen, Kerstin},
year = {2022},
journal = {Theo-Web},
volume = {1},
number = {21},
pages = {8--19},
doi = {10.23770/tw0231},
language = {eng},
keywords = {ambiguity; education; simone de beauvoir; paulo freire; existentialism},
abstract = {This essay explores the concept of ambiguity out from an understanding developed by the French philosopher Simone de Beauvoir. She was one of existentialism’s leading exponents, and her work entitled Ethics of Ambiguity (2018[1947]) works as a starting point. The concept of ambiguity is further explored from an educational view, with the help of the Brazilian educationalist Paulo Freire who was influenced by the French existentialist thinking. The essay ends discussing some current themes in education, with the insights brought out by the explorations of the concept of ambiguity by de Beauvoirand Freire.},
issn = {1863-0502}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2023_2,
title = {Religious Education (RE) and Ethics Education (EE) in Dialogue - International Perspectives with a Particular Focus on Swedish EE and EE Research},
author = {Osbeck, Christina},
year = {2023},
journal = {THEO WEB Zeitschrift für Religionspädagogik},
volume = {2},
number = {22},
pages = {103--119},
doi = {10.23770/tw0302},
language = {eng},
keywords = {religions; education; students; curriculum; narratives},
abstract = {Underlying the focusses of this article concerning 1) Swedish curricula, 2) different kinds of EE internationally and 3) empirical EE research, are the questions concerning what constitutes central content in ethics, and how ethics and religion as parts of an RE subject can be related to each other. It has been shown how EE can be of different kinds where some constructions place EE within RE, like the Swedish one, even if EE in the form of general values education or as hidden curriculum should not be forgotten. The analyses of Swedish RE curricula show a development where ethics in the beginning of the 1960s almost exclusively was liked to Christian faith but later became a knowledge area rather separated from religions. The different areas demand different activities of the students. While EE requires active reasoning and position taking, the content concerning religions is limited to be put in comparison to the student’s own ethical perspectives. Moreover, empirical Swedish research has shown how EE within the RE subject tends to be marginalized and understood as having rather unclear knowledge character. It can be interpreted as rather one-dimensional, focussing on an argumentative competence, when a multidimensional understanding seems to be more common in current research. Based on ethics theory and socio-cultural learning theory, competence in the field can be understood as depending on acquired and contextually privileged moral discourses, which means that narratives – secular as well as religious – seem to be of great value. Underlying the focusses of this article concerning 1) Swedish curricula, 2) different kinds of EE internationally and 3) empirical EE research, are the questions concerning what constitutes central content in ethics, and how ethics and religion as parts of an RE subject can be related to each other. It has been shown how EE can be of different kinds where some constructions place EE within RE, like the Swedish one, even if EE in the form of general values education or as hidden curriculum should not be forgotten. The analyses of Swedish RE curricula show a development where ethics in the beginning of the 1960s almost exclusively was liked to Christian faith but later became a knowledge area rather separated from religions. The different areas demand different activities of the students. While EE requires active reasoning and position taking, the content concerning religions is limited to be put in comparison to the student’s own ethical perspectives. Moreover, empirical Swedish research has shown how EE within the RE subject tends to be marginalized and understood as having rather unclear knowledge character. It can be interpreted as rather one-dimensional, focussing on an argumentative competence, when a multidimensional understanding seems to be more common in current research. Based on ethics theory and socio-cultural learning theory, competence in the field can be understood as depending on acquired and contextually privileged moral discourses, which means that narratives – secular as well as religious – seem to be of great value.},
issn = {1863-0502}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jgerskogannsofie_2023,
title = {Utmaningar och angreppssätt i processen att skriva sammanläggningsavhandling inom samhällsvetenskap och humaniora: [Challenges and approaches in the process of writing an article-based thesis in social sciences and humanities]},
author = {Jägerskog, Ann-Sofie and Niemi, Kristian},
year = {2023},
journal = {Högre Utbildning},
volume = {3},
number = {13},
pages = {46--62},
doi = {10.23865/hu.v13.5745},
language = {swe},
publisher = {: Cappelen Damm Akademisk},
keywords = {compilation thesis; article-based thesis; supervision; doctoral education; higher education; academic writing; sammanläggningsavhandling; handledning; doktorandutbildning; högre utbildning; akademiskt skrivande; religious studies and theology},
abstract = {An increasing number of theses in the humanities and social sciences are written as compilation theses, a text-genre derived from the natural sciences. New challenges may arise when a genre model is adopted from another field, something that is rarely discussed explicitly. This article is directed at supervisors and doctoral students, and addresses some of the challenges that can arise when the article-based thesis model is used in the social sciences and humanities. Three approaches to addressing these challenges are presented: a holistic view, coherence and anchoring. They are discussed as possible tools to utilize in supervision and writing, for a smoother process and better final product. © 2023, Cappelen Damm Akademisk. All rights reserved.},
issn = {2000-7558}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_falkhjalmar_2024,
title = {Om konsten att lära sig läsa och skriva. Idéhistorieämnets textkultur ur ett skrivpedagogiskt perspektiv},
author = {Falk, Hjalmar},
year = {2024},
journal = {Högre Utbildning},
volume = {2},
number = {14},
pages = {30--41},
doi = {10.23865/hu.v14.4025},
language = {swe},
publisher = {: Cappelen Damm AS - Cappelen Damm Akademisk},
keywords = {humaniora; bildning; literacy; metakognitiv skrivkompetens; kursplaner},
abstract = {Denna text undersöker förutsättningarna för att utveckla idéhistorieämnets textpedagogiska ansat adekvat skrivpedagogik. Det vidare syftet är att visa hur tillämpandet av skrivpedagogiska perspektiv i undervisningen inom idéhistorieämnet kan bidra till en fördjupad förståelse för ämnets textkultur och de positiva implikationer sådana perspektiv kan ha för ämnets undervisningsformer. Med stöd i en diskussion av rön från skrivforskningens fält diskuteras hur en skriftbruksorienterad pedagogik kan bidra till studenternas utveckling som både läsare och skrivande kunskapsproducenter. Artikeln avslutas med en skiss över ett koncept för att utveckla en klassisk typ av kurser inom ämnet så att dessa kan integrera insikterna från artikelns diskussion. En övergripande slutsats är att ett tillgodogörande av en metakognitiv förmåga att greppa disciplinspecifika textkulturer är ett avgörande inslag i god humanistisk utbildning.},
issn = {2000-7558}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schwarzeva_2025,
title = {Kan man utbilda Professionellt omdöme?},
author = {Schwarz, Eva and Cederberg, Carl and Lundberg Bouquelon, Petra and Pröckl, Maria},
year = {2025},
journal = {Högre Utbildning},
volume = {3},
number = {14},
pages = {56--64},
doi = {10.23865/hu.v14.6900},
language = {swe},
publisher = {: Cappelen Damm Akademisk},
keywords = {higher education; practical knowledge; professional judgement; professionellt omdöme; praktisk kunskap; professionsutbildningar; högre utbildning},
abstract = {In this extended editorial, we highlight six published contributions that are part of the journal’s special theme on higher education and professional judgement. We summarize some of the overall theses of the contributions and even present our own reflections on the subject matter. The published contributions show that the question of how to educate the professional judgement plays a central role in various professional training programs. The contributions bring out different dimensions, such as the challenge of incorporating professional practice into university teaching, the importance of using examples for initiation of reflection, as well as the temporal and spatial aspects of judgement. All contributions also present different approaches when it comes to addressing and cultivating professional judgement in higher education. Thus, we have chosen to collect some “good advice” from the texts in this introduction. Finally, we pose the question whether professional judgement is threatened within higher education. ©2024 Eva Schwarz, Carl Cederberg, Petra Lundberg Bouquelon & Maria Pröckl.},
issn = {2000-7558}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2019_2,
title = {The coddling of the American mind: how good intentions and bad ideas are setting up a generation for failure},
author = {Lindström, Niclas},
year = {2019},
journal = {Högre Utbildning},
volume = {2},
number = {9},
pages = {25--28},
doi = {10.23865/hu.v9.1821},
language = {swe},
publisher = {Oslo : Cappelen Damm Akademisk},
abstract = {Greg Lukianoff & Jonathan Haidt (2018). The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. New York: Penguin Press, 338 sid.},
issn = {2000-7558}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cavallinclemens_2023,
title = {Barnets (o)fria undran. Vilka ramar ger läroplanerna för barn att utforska religiösa och existentiella frågor i finska, norska och svenska förskolor?},
author = {Cavallin, Clemens and Johansson, Viktor Magne and Mansikka, Jan-Erik},
year = {2023},
journal = {Nordisk Barnehageforskning},
volume = {4},
number = {20},
pages = {80--102},
doi = {10.23865/nbf.v20.433},
language = {swe},
publisher = {: Cappelen Damm Akademisk},
abstract = {Artikeln gör en jämförande undersökning av ramvillkoren i finska, norska och svenska nationella läroplaner för barns existentiella och religiösa funderingar i förskolan. De tre länderna hanterar religionens nya roll och relationen mellan kulturell mångfald, kulturarv och värdegrund olika. Den avgörande punkten är i hur hög grad ett sekulärt ideal förskjuter religiösa teman från förskolans pedagogiska verksamhet till en privat sfär och i vilken utsträckning kristendomens tidigare roll att forma medborgare fortfarande anses legitimt, men nu utvidgat till att inkludera också andra religioners identitetsbildning. Värden, principer och idéer i läroplanerna både begränsar och möjliggör barnets rätt till undran över livsfrågor, vilket leder till ett dynamiskt spänningsfält som inkorporeras i sociala institutioner. Detta gäller såväl i en nationell kontext som i pedagogiska situationer på förskolan. Utrymmet för undran över religiösa och existentiella frågor blir dock paradoxalt för både barnet och pedagogen när olika värden och principer motverkar varandra.},
issn = {1890-9167}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_husebdag_2017,
title = {Teoribruk og teoriutvikling i aksjonsforskning i møte med mangfold som samfunnsrealitet},
author = {Husebø, Dag and Lund Johannessen, Øystein and Skeie, Geir},
year = {2017},
journal = {Aksjonsforskning i Norge},
pages = {95--112},
doi = {10.23865/noasp.17},
language = {nor},
publisher = {Oslo : Cappelen Damm Akademisk},
abstract = {This chapter starts from two assumptions. First, Western European societies are characterized by changing religious, ethnic and linguistic diversity. Second, this is perceived as a challenge to both existing knowledge and practice, while at the same time it lays the basis for new knowledge and practice. The chapter discusses how knowledge production and the development of new practices may come about simultaneously, using action research as a way of addressing existing social complexity. We also revisit an earlier action research project, which focused on religious education and diversity. A main aim was how to deal with sociocultural diversity as part of subject area teaching and learning. The chapter addresses how theory was used and subsequently developed through different phases of three sub-projects.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2020,
title = {Music education as manipulation - a proposal for playing},
author = {Thorgersen, Ketil},
year = {2020},
journal = {Nordic Research in Music Education},
volume = {1},
number = {1},
pages = {151--166},
doi = {10.23865/nrme.v1.2562},
language = {eng},
publisher = {: Cappelen Damm AS - Cappelen Damm Akademisk},
keywords = {music education; aesthetic communication; manipulation; rationality; deleuze; dewey; musikpedagogik},
abstract = {An important feature of music is its ability to affect people in unpredictable and deep ways. Music has therefore been used to oppress and (mis)lead people by dictatorships, religious leaders and supermarkets amongst others, and to help lure people into acting in ways that are beneficial for the manipulators. Such forms of ethically dubious musical manipulation happen because of the sublime potential of music to do something to people, and in such a way that they have few ways to defend themselves against it. Thus, the power of music is also the reason people seek out the unforeseen affects and effects in their encounters with the arts. Building on a theory of aesthetic communication, and seeking support from Deleuze and Guattari (1994), Dewey (2005) and Spinoza (Spinoza & Lagerberg, 2001), the aim of this article is to propose the term manipulation as a tool in music education or as a vehicle for teachers and researchers to help frame activities in music education as meaningful for aesthetic communication. I argue that manipulation is a necessary component of all art and aesthetic communication, that, despite its usual negative connotations, manipulation is an act that can be used for good or bad purposes, and that music education has a duty to educate pupils in artistic manipulation. Manipulation is considered action, and as such, it is argued that it can take on any value from good to bad depending on the intentions and effects it causes. This article invites a discussion of possible ways of designing music education that revolve around tinkering with aesthetic communication, and wherein desirable manipulation plays a vital role, and outcomes-based curricula are replaced with an alternative more compatible with the arts.},
issn = {2703-8041}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jannoknuttiylva_2024,
title = {Enhancing Storytelling about Skábma Traditions in Early Childhood Education and Care as Part of a Sámi Decolonising Process},
author = {Jannok Nutti, Ylva and Johansson, Viktor and Westman Kuhmunen, Anna},
year = {2024},
journal = {Nordisk tidsskrift for pedagogikk og kritikk},
volume = {3},
number = {10},
pages = {129--143},
doi = {10.23865/ntpk.v10.5357},
language = {eng},
publisher = {: Cappelen Damm Akademisk},
keywords = {sámi early childhood education and care; decolonising processes; indigenous traditions and storytelling},
abstract = {In Sápmi, there are many stories and traditions tied to skábma, or the dark time of midwinter. Skábma is considered a sacred time and space. Some of the stories and traditions, which stem from Sámi Indigenous religion and are related to various invisible beings, are still passed on through oral traditions and storytelling. This article explores what it can mean for children, educators and researchers to creatively engage with lesser-known Indigenous religious traditions, stories told by older generations and current traditions, in ways that give further life to them. The research aim is twofold: the article studies both how co-research within an Indigenous context is conducted, and how educators and children in a Sámi Early Childhood Education and Care (ECEC) centre managed activities and searched for and created new stories based on skábma traditions. The research question is: In what ways can strengthening storytelling in the ECEC setting function as a contribution to Sámi decolonisation processes? The research materials were collected through ethnographic fieldwork. The fieldwork was methodologically framed as critical utopian action research that considers the social learning of the children, educators and researchers that participated in the activities. Accordingly, this article shows how educators and children at an ECEC centre in Sápmi conducted activities to search for and create new skábma stories based on Indigenous traditions. The researchers were invited to learn about stories and traditions in which their attentiveness to the present was connected to valuing the past and taking responsibility for a sustainable future. The latter was achieved via storytelling by the educators, a duodji (Sámi craft) activity and children’s playtime. The article concludes by discussing how the search for and creation of traditions, such as sharing food with ancestors, involve decolonising processes.},
issn = {2387-5739}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundleo_2025,
title = {Kritiskt tänkande i expertsamhället: om självbestämmande och kunskapsresistens},
author = {Berglund, Leo},
year = {2025},
journal = {Nordic Journal of Pedagogy and Critique},
volume = {1},
number = {11},
pages = {165--178},
doi = {10.23865/ntpk.v11.5643},
language = {swe},
keywords = {kunskapsresistens; kritiskt tänkande; vetenskap; kant; dewey},
abstract = {Det är svårt för individer att vara kritiska mot rådande sanningar när sanningarna i allt högre grad förknippas med vetenskap och vetenskapen alltmer framställs som kollektiv och systemisk, och därmed ogenomtränglig för lekmän. I denna situation har det pedagogiska idealet om den fritt tänkande och självbestämmande individen hamnat i skuggan av teorin om ”kunskapsresistens”, som hävdar vetenskapens auktoritet och kräver tillit till experter. I artikeln undersöks vilken betydelse denna teori tillskriver individens förmåga att kritiskt granska rådande sanningar. Undersökningen visar att teorin innehåller flera motsägelser. Den förknippar vetenskap med sanning men är i grunden sanningsrelativistisk, den kategoriserar vetenskapskritiker som politiskt motiverade samtidigt som den framställer vetenskapen som ett teknologiskt stöd för statlig politik och den hävdar det universella förnuftet men ger i praktiken endast experter rätten att använda det. Teorin om kunskapsresistens kan varken fungera som, eller ersätta, pedagogisk teori, då dess pedagogiska implikation är formandet av attityder till förmån för den demokratiska staten snarare än individens frigörelse genom utbildning.},
issn = {2387-5739}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2022,
title = {Omsorgsberättelser från mellanstadiet: Elevers berättelser om omsorg utifrån relationen mellan omsorgsgivare och omsorgstagare},
author = {Norgren-Hansson, Mimmi},
year = {2022},
journal = {Nordisk tidsskrift for pedagogikk og kritikk},
number = {8},
pages = {49--62},
doi = {10.23865/ntpk.v8.2256},
language = {swe},
publisher = {: Cappelen Damm AS},
keywords = {omsorgsetik; etikundervisning; kamratrelationer},
abstract = {Skolan som institution arbetar med kunskapsförmedling men har både historiskt och i nutid även ett värdeförmedlande uppdrag. I både svensk och norsk utbildningspolicy såväl som i en internationell utbildningskontext fokuserar man inom detta uppdrag alltmer på individens framgång, förmågor och kompetenser. Risken med detta är att relationella aspekter av moral reduceras. Ett omsorgsetiskt perspektiv på det värdeförmedlande arbetet i skolan har potential att både komplettera och utmana en individualistisk värdeprofil. Med utgångspunkt i omsorgsetikern Nel Noddings teoribildning rörande omsorgstagare och omsorgsgivare undersöks i denna studie omsorgsberättelser från elever i årskurs sex. Utifrån åtta kvalitativa intervjuer är syftet med studien att analysera och diskutera berättelsernas narrativ samt hur omsorgstagare och omsorgsgivare positioneras. De två rollerna porträtteras av eleverna på olika sätt, omsorgstagare i tillstånd medan omsorgsgivare karaktäriseras genom handling. Tillsammans skapar de sedan ett reaktivt omsorgsnarrativ i vilket omsorgsgivaren reagerar på omsorgstagarens lidande. Med grund i resultatet förs till sist en diskussion om risken med en förståelse av omsorg begränsad till reaktiva handlingar.},
issn = {2387-5739}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2015,
title = {(Hidden) Normativity in Social Science Education and History Education},
author = {Olson, Maria and Zimenkova, Tatjana},
year = {2015},
journal = {Journal of Social Science Education},
volume = {1},
number = {14},
pages = {2--5},
doi = {10.2390/jsse-v14-i1-1434},
language = {eng},
publisher = {Bielefeld, Germany : sowi-online e.V},
keywords = {normativity; social science education; history education; citizenship education; citizenship learning; humanities and social sciences; humaniora-samhällsvetenskap; woman; child and family (womfam); kvinna; barn och familj (womfam); subject learning and teaching; utbildning och lärande},
abstract = {Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:- Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter.Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.- Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.- Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.- By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. },
issn = {1618-5293}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sjstrmjesper_2024,
title = {Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability},
author = {Sjöström, Jesper and Economou, Catarina and Edström, Ann-Mari and Ekberg, Jan-Eric and Svensson Källberg, Petra and Larneby, Marie and Liljefors Persson, Bodil and Ryan, Ulrika and Schubert, Per and Wangen, Bjørn and Örbring, David},
year = {2024},
journal = {Suomen ainedidaktisen tutkimusseura / Studies in Subject Didactics},
number = {25},
pages = {66--91},
doi = {10.23988/sats.1009},
language = {eng},
publisher = {Vasa : Finnish Research Association for Subject Didactics ; Åbo Akademi University, Faculty of Education and Welfare Studies},
keywords = {curriculum; content; knowledge; transformation; knowledge contribution; school subject; curriculum subject; subject didactics; general subject didactics; cross-curricular; cross-curricular didactics; interdisciplinary; bildung; contemporary bildung; educational content; klafki; bildung dimension; material bildung; formal bildung; sustainability; citizenship; secondary school; subject education; geography; physical education; religious education; science education; science studies; science for citizenship; language education; second language; l2; comparative; epistemic; climate change education; climate change literacv; wicked problems; socio-scientific issues; anthropocene; scientific literacy; future literacy; critical literacy; disciplinary literacy; capabilities; competences; knowings; powerful subject knowings; action competence; agency; innehåll; kunskap; kunskapsbidrag; skolämne; skolämnen; ämnesdidaktik; allmän ämnesdidaktik; ämnesundervisning; ämnesövergripande; tvärvetenskap; bildning; allmänbildning; bildningskategorier; hållbarhet; geografi; idrott och hälsa; religionskunskap; naturkunskap; svenska som andraspråk; språk; bild; klimatundervisning; sustainable studies; hållbarhetsstudier},
abstract = {In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.},
issn = {1799-9596}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_trnegrengull_2024,
title = {Yrkeselevers meningsskapande berättelser i möte med lärares undervisningsberättelse i samhällsorienterande ämnen},
author = {Törnegren, Gull and Deldén, Maria},
year = {2024},
journal = {Crossing over Subject Boundaries towards New Horizons},
pages = {92--120},
doi = {10.23988/sats.1009.c1403},
language = {swe},
publisher = {Åbo : Finnish Research Association for Subject Didactics and Åbo Akademi University, Faculty of Education and Welfare Studies},
keywords = {students’ meaning making; narrative analysis; social science; curriculum story; vocational education and training program; elevers meningsskapande; narrativ analys; samhällsorienterande ämnen; undervisningsberättelse; yrkesprogram; de samhällsorienterande ämnenas didaktik},
abstract = {Artikeln synliggör elevers meningsskapande berättelser i relation till lärarnas undervisningsberättelse i samhällsorienterande ämnen på ett naturbruksprogram. Klassrumsobservationer har genomförts under ett läsår och utifrån detta rekonstruerades lärarnas undervisningsberättelse. Eleverna intervjuades individuellt och i grupp vid flera tillfällen. Genom narrativ analys har lärares och elevers berättelser identifierats och analyserats. Analysen visar på samband mellan berättelserna och de narrativa mönster i vilka berättelserna ingår. Elevernas moraliskt och existentiellt reflekterande berättelser synliggör meningsskapande processer som inte kom till uttryck i klassrummet trots lärarnas ambitioner. En förklaring kan vara att lärarnas undervisningsberättelse rörde sig på en mer övergripande strukturell nivå som inte fullt ut motsvarade elevernas mer personligt färgade livsvärldsbaserade berättelser. Ett förslag för ökat samspel mellan lärares och elevers berättelser är att öka den narrativa medvetenheten hos både lärare och elever om hur berättelser är sammanflätade med narrativa mönster.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_klintborgfdgustavssoncaroline_2022_1,
title = {Searching for a Renewal of Religious Education Identity - A Swedish Perspective.},
author = {Klintborg (f.d. Gustavsson), Caroline},
year = {2022},
journal = {Discourse and Communication for Sustainable Education},
volume = {2},
number = {13},
pages = {57--71},
doi = {10.2478/dcse-2022-0018},
language = {eng},
publisher = {: Walter de Gruyter GmbH},
keywords = {existential configurations; religious education; meaning making; life question; worldview},
abstract = {In Sweden and in other parts of Europe, the nature of religious education (RE) and its place in schools is the subject of ongoing discussions. Concepts used in the RE classroom can either open or close classroom conversations. A growing consensus can be observed among researchers that the concept of 'religion' is not sufficient to describe - and give space to - the meaning-making of the diversity of individuals in society. As a result, discussions about worldviews have gained momentum. But not even the worldview concept - and the choice to frame the subject of RE with this addition - can solve the real problem, which is how young people can relate to the content of the subject in the first place. In this article the view is presented that the concept of existential configurations is equipped to adequately capture a complex and personal understanding of life that, not least, can be observed among young people today. Furthermore, it is argued that this concept of existential configurations gives access to a theoretical language that enables individuals to understand their own existential meaning-making, and to see how it relates to the plurality of religions and worldviews that can be encountered in society - even when they do not describe themselves as religious or as having a specific world view.},
issn = {2255-7547}
}
@mastersthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_rydbergchristian_2018_1,
title = {Didaktiska dilemman i undervisning utifrån samhällsdilemman},
author = {Rydberg, Christian},
year = {2018},
doi = {10.24834/2043/24738},
language = {swe},
publisher = {Malmö universitet, Fakulteten för lärande och samhälle},
keywords = {science education; samhällsfrågor med naturvetenskapligt och tekniskt innehåll; kontroversiella frågor; didaktiska dilemman; didaktiska modeller; kompetensutveckling; komparativ didaktik; ämnesövergripande undervisning},
abstract = {I denna licentiatuppsats undersöks utmaningar som lärare ställs inför i en ämnesövergripande undervisning utifrån komplexa och kontroversiella samhällsdilemman. Det är en komplex undervisning där olika syften gör att läraren hamnar i ”didaktiska dilemmasituationer”. Läraren måste hantera olika mål och krav som finns i styrdokumenten, förhålla sig till religion och politik samt relatera till skolans arbetsfördelning och informella klassrumsrutiner. Läraren behöver vidare göra sina didaktiska val utifrån huvudsyftet med den aktuella undervisningssekvensen, exempelvis ge eleverna fördjupade kunskaper kring samhällsdilemmat, utveckla elevernas förmågor kring kritiskt tänkande eller erbjuda eleverna möjlighet att ta egen ställning i frågan. Utifrån uppsatsens empiriska resultat konstrueras en ”didaktisk modell” som kan fungera som ett diskussions- och reflektionsverktyg kring fördelar och nackdelar med olika lärarpositioner i didaktiska dilemman i ämnesövergripande undervisning. Studien involverade fem skolor i olika europeiska länder som arbetade med att utveckla undervisning utifrån samhällsdilemman. Det gjorde de inom ramen för ett Erasmus+ skolpartnerskap och skolorna som samarbetade var från Italien, Kroatien, Polen, Sverige och Turkiet. Eleverna var i åldern 12–15 år. Med inspiration från ämnesdidaktisk och pedagogisk litteratur skapades en gemensam arbetsmodell som hjälpte lärarna att arbeta med en undervisning där vetenskapliga kunskaper om komplexa och kontroversiella samhällsdilemman kompletterades med etiska dimensioner. Fokus låg på sociopolitiska aspekter av samhällsdilemmana och undervisningen skulle både ge eleverna kunskaper om aspekterna och utveckla deras förmågor till kritiskt tänkande. Vidare kunde undervisningen erbjuda eleverna möjligheter att ifrågasätta gängse strukturer och ta egen ställning i frågorna. Denna syfteskomplexa undervisning benämns inom ramen för studien en reflexiv undervisning. Genom att genomföra fokusgruppsintervjuer och deltagande observationer på skolorna ställdes två initiala forskningsfrågor angående de spänningar lärarna upplevde i en reflexiv undervisning och hur de olika lärarna positionerade sig i dessa. Arton olika spänningar identifierades vilka tematiserades i fyra grupper. Det var spänningar kopplade till (a) läroplan, nationella prov och bedömning; (b) rådande religiösa värderingar och politiska åsikter i samhället; (c) lärares ämnesövergripande samarbeten samt till (d) själva genomförandet av klassrumsundervisningen. Studien gick vidare genom att fokusera de svenska lärarna och de didaktiska dilemman som spänningarna gav upphov till. En forskningsfråga ställdes för att undersöka det som synliggörs när de svenska lärarna reflekterar kring sina egna positioneringar jämfört med de andra lärargruppernas positioner i de didaktiska dilemmana. I studien diskuteras fyra ”didaktiska metadilemman” inom vilka de svenska lärarna upplevde att de ställdes inför didaktiska val där det inte fanns endast ett handlingsalternativ som var fullständigt tillfredsställande. Dessa didaktiska dilemman rörde: (i) elevcentrerade eller lärarcentrerade arbetsformer; (ii) undervisning primärt mot bildningsmål eller utbildningsmål; (iii) om läraren ska vara objektiv, neutral eller ta ställning samt (iv) om anpassningar vid muntliga diskussioner ska göras eller inte. Studiens avslutande forskningsfråga handlade om hur studiens resultat kunde omformas till grund för en didaktisk modell. Till vart och ett av de fyra metadilemmana omformades resultaten till ett diskussions- och reflektionsverktyg. Detta utgår från ett fyrfältsfältsdiagram där ytterlighetspositioner i de didaktiska dilemmana illustreras av ”typiska yttranden” i vartdera hörnet med fiktiva uttalanden från lärare som argumenterar för sina didaktiska val. Fyrfältsdiagrammen kan fungera som underlag för kollegiala lärardiskussioner om fördelar och nackdelar med olika positioner i didaktiska dilemman i undervisning utifrån samhällsdilemman.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hanssonjohan_2019,
title = {Ett enande band bland Nordens alla samer: Slöjd på Samernas folkhögskola/Sámij álmmukallaskåvllå},
author = {Hansson, Johan},
year = {2019},
journal = {Educare},
volume = {1},
pages = {1},
doi = {10.24834/educare.2019.1.5},
language = {swe},
publisher = {Malmö : Faculty of Education and Society, Malmö University},
keywords = {church of sweden; swedish mission society; folk high school; educational history; sami; handicraft; sloyd; svenska kyrkan; svenska missionssällskapet; folkhögskola; utbildningshistoria; samer; slöjd; historia med utbildningsvetenskaplig inriktning; history of education; educational leadership; utbildningsledarskap},
abstract = {From its establishment in 1942, the Sami folk high school included crafts as an important part of its education program. The Swedish Mission Society, who founded the school, not only wanted to educate Sami youth to better their chances on the labour market but also to give them the opportunity to get acquainted with their Sami culture. Thus Sami crafts had a crucial role in educational activities at the folk high school. With the help of Gert Biesta’s concepts, the article shows that crafts had a socializing function. The teaching strengthened the students’ collective identity and provided them with traditional skills and knowledge. However, Lennart Wallmark, the school principal (1942-1972), stressed the importance of learning crafts for other purposes. Influenced by religious thinkers, he stated that the students would also be strengthened as individuals: a process of subjectification. Moreover, the crafts lessons had a third function: qualification. Though the studies were not vocational as such, they could simplify the process of procuring the quality label bestowed by the Sami organization Same Ätnam to crafts of especially high quality. Wallmark and the teachers in crafts were important for the development of craft education at the folk high school. However, Same Ätnam’s ideas of Sami handicraft and government regulations were also influential. These inner and outer forces contributed to the teaching so that it, on one hand, did not change much but, on the other hand, was congruous with the rest of the society.},
issn = {1653-1868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bachfrank_2023,
title = {Beläggsmodellen i svenska nationella prov: Exemplet Religionskunskap årskurs 9},
author = {Bach, Frank},
year = {2023},
journal = {Educare - Vetenskapliga skrifter},
volume = {1},
number = {2023},
pages = {33--81},
doi = {10.24834/educare.2023.1.698},
language = {swe},
publisher = {: Malmo University},
keywords = {provbetyg; beläggsmodell},
abstract = {In the Swedish national tests, the so-called “Beläggsmodell” has been used to generate test grades in seven school subjects. This article examines the origin and effects of the “Beläggsmodell” on test scores in one of these subjects, religious studies. Classical methods for evaluating the quality of tests are used in combination with confirmatory factor analysis. The results show that the tests have a reliability above 0.92 and that the “Beläggsmodell” reduces this in unpredictable ways for individual students. Confirmatory factor analysis shows that the tests are mainly one-dimensional, which has the consequence that the “Beläggsmodell” does not fulfil any summative function. Instead, it has major consequences for individual students’ test grades. There are examples of students who at the same total score on the test receive everything from D to A as a test grade. The large differences arise through differences in performance on a very small number of items. If, instead, the total sum is used as a basis for generating test grades, the possibilities for fair and equivalent test grades increase, as shown by examples. Responsible authorities should and, as announced, will switch to a system where the total sum points are the basis for the test grades.},
issn = {1653-1868}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kerstinsdotterterese_2024,
title = {Addressing cultural diversity in literature education through culturally relevant pedagogy (CRP): Proceed with caution},
author = {Kerstinsdotter, Terese},
year = {2024},
journal = {Educare - Vetenskapliga skrifter},
volume = {1},
pages = {28--44},
doi = {10.24834/educare.2024.1.856},
language = {eng},
publisher = {: Malmo University},
keywords = {colorblindness; culturally relevant pedagogy; ethics of reading; literature education; race},
abstract = {With large-scale migration, nations, communities, and schools find themselves urgently needing to address issues of diversity. For literature education to be culturally responsive, which entails assisting students in navigating diversity and ambiguity, teachers and students need to recognise, utilise and respectfully query the diverse cultures they identify with, encounter or may encounter. To enable such education, I argue that inspiration can be taken from culturally relevant pedagogy (CRP). However, to recontextualise this American pedagogy in a Swedish setting, local contexts must be recognised, with three aspects in particular to be considered. Firstly, CRP focuses in part on race, and Sweden as a society likes to think of itself as ‘colorblind’, which can contribute to teachers feeling uncomfortable with dealing with issues related to race and diversity. Secondly, essentialist views of race and cultures must be avoided. Thirdly, teachers need to offer literature education which acknowledges how aesthetic aspects of literature can result in readers empathising with some people while distancing themselves from others. Literary features such as estrangement can also help us see what we take for granted and open our eyes to what we are blind to.},
issn = {1653-1868}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2022,
title = {What the Right to Eduation Is, and What It Ought to Be: Towards a Social Ontology of Eduction as a Human Right},
author = {Norefalk, Christian},
year = {2022},
doi = {10.24834/isbn.9789178772483},
language = {eng},
publisher = {Malmö universitet},
keywords = {education; human rights; social ontology; ameliorative conceptual analysis},
abstract = {During the second half of the 20th century education has been recognized as a human right in several international conventions, and the UN also holds that “Education shall be free” and that “Elementary education shall be compulsory” (UN, 1948, Article 26).The education-as-a-human right-project could be viewed as a good intention of global inclusion in recognizing that all individuals have a right to education in virtue of being humans, and the idea of education as a human right thus has a tremendous global significance. However, if we look at this more critically, the education-as-a-human right-project, may not only be grounded in altruistic good intensions for the disadvantaged. The term “elementary education”, or sometimes “primary education”, which is used in several human rights-documents seems to suggest that it is some sort of formalized education. It would be useful however to make a distinction between formal and informal education, as well as between teaching, learning, education and schooling, in the discussion of the right to education and specifically in the discussion concerning education as a “human right”. There is obviously a difference between the right to teach, the right to learn, the right to education and the right to schooling. And how are these rights related to compulsory schooling, compulsory education and the supposed duty to teach and duty to learn? A further concern is what makes this a human right rather than for example a juridical right as a citizen.By addressing these questions within a theoretical framework of social ontology and ameliorative conceptual analysis I believe that we can find new ways of dealing with fundamental problems within philosophy of education such as the nature, purpose and aims of education as well as the right to education.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_sderlingmaria_2024,
title = {Elever erfar och representerar världen visuellt: en utforskande studie om hur mellanstadieelever skapar mening genom fotografi},
author = {Söderling, Maria},
year = {2024},
doi = {10.24834/isbn.9789178774494},
language = {swe},
publisher = {Malmö University Press},
keywords = {multimodal literacy; semiosis; meaning-making; social semiotics; affordance; positioning; iterativity; digital tool; middle school; meningsskapande; socialsemiotik; affordans; positionering; iterativitet; digitalt verktyg; mellanstadiet},
abstract = {Placed within language and literature didactics this qualitative practice-based study with a multimodal perspective aims to explore the potentials for meaning-making through photography. Despite that, the digitization of society has facilitated access to various modes of meaning-making and has had a major impact on how we communicate and learn, new possibilities for meaning-making using for example film or photography are poorly explored in both research and education. This justifies a broad aim and an explorative study. In aiming for an explorative methodology, cooperation was initiated with a group of interested teachers, and the design of the cooperation and the data collection was inspired by educational design research. Meaning-making processes through photography, editing, and discussions about photographs were explored with pupils aged 10-12 years in social science, religion, Swedish, Swedish as a second language, and English. The data comprises video documentation, observational notes, and the pupils’ photographs (and some films). The pupils used apps on iPads as tools for taking photographs and editing. A central concept in the study is affordance. The analysis focuses on what affordances for meaning-making pupils realize in their photographs and edited images and in literacy events when they take photographs, as well as edit and discuss photographs. With an ambition to contribute to a deeper understanding of the interplay between literacy events and realized affordances used for meaning-making an analytical model is created and used in the study based on social semiotic theory. The key for this model is the literacy event as an analytical unit within which semiosis as an iterative movement is emphasized. These literacy events are also analyzed with a focus on how the pupils move between different positions and perspectives. An important finding is that pupils show a high level of agency in using different semiotic resources. Affordances related to both the materiality of the photograph as a 2d, static, and stable representation as well as abstract affordances as different kinds of relations between the inner interpretation and the photograph (iconic, symbolic, and indexical) and semiotic resources as boundaries and the negative space are realized. The meaning-making processes that occur when the pupils take photographs and edit are characterized by a high level of physical and cognitive motion, in contrast to the meaning-making processes when the pupils are supposed to discuss the photographs. However, in some situations, the type of questions posed by the teacher seem to contribute to more motion in this meaning-making process leading to an exploration of different possibilities to see with the help of other pupils’ utterances.The study contributes to the development of the research field of language and literature didactics by exploring meaning-making through photography, and the use of the literacy event as the analytical focus in exploring potentials for meaning-making. Besides that, it is argued that designing the data collection with inspiration from educational design research strengthens the theoretical contribution of the study.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_apelmoper_2026,
title = {Musik-dikt-tystnad: En kartografisk pedagogik i praktiken},
author = {Apelmo, Per and Lundkvist, Hannes},
year = {2026},
journal = {Nordiska Rhizom},
pages = {17--45},
doi = {10.24834/isbn.9789178777099_2},
language = {swe},
publisher = {Malmö : Malmö University Press},
keywords = {barad; deleuze; expressive arts; kartografisk pedagogik; rhizom},
abstract = {Hannes Lundkvist och Per Apelmo beskriver i sin text tillämpandet av en modell, på samma gång pedagogisk och vetenskapligt metodologisk, av författarna identifierad som en gestalt vilken de kallar ”musik-dikt-tystnad”. Gestaltens sammanhang kan vara pedagogiskt eller terapeutiskt. Utgångspunkten är deltagarna själva och deras livssituationer, den ”intra-aktion med andra människor, ting, ljud, känslor, erfarenheter” i vilken de som människor alltid befinner sig och blir till.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larsenkatarina_2017,
title = {Retooling Engineering for Social Justice: The use of explicit models for analytical thinking, critical reflection, and peer-review in Swedish engineering education},
author = {Larsen, Katarina and Gärdebo, Johan},
year = {2017},
journal = {International Journal of Engineering, Social Justice, and Peace},
volume = {1},
number = {5},
pages = {13--29},
doi = {10.24908/ijesjp.v5i1-2.8928},
language = {eng},
publisher = {: Queen's University Library},
keywords = {engineering education; scaffolding; analytical thinking; critical reflection; peer review; social justice; retooling},
abstract = {This paper engages with how engineering education in Sweden have been retooled towards literacy in social justice. To achieve this, the authors used a set of pedagogical tools aimed at analytical thinking, critical reflection, and peer-review by students. The students were asked to use the tools in the course to critically analyze social justice in the city planning of twentieth century Stockholm, Sweden. This included, for example, national identities, social engineering, and politics that shaped Swedish society. The authors conducted a textual analysis of student essays on social justice that indicate increased social justice literacy and a shift towards the practices of engineers’ work with city planning. The study concludes by discussing conditions for engineering students to gain familiarity with formats used for critical reflection within the humanities.},
issn = {1927-9434}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2021_2,
title = {Wayfinding Through Disrupting Controversies in the Religious Education Classroom: Teachers’ Views},
author = {Lindström, Niclas and Sullivan, Kirk P H},
year = {2021},
journal = {Education in the North},
volume = {1},
number = {28},
pages = {68--81},
doi = {10.26203/cyb1-wr18},
language = {eng},
publisher = {Aberdeen},
keywords = {controversial questions; critical incidents; sweden; religious education; wayfinders},
abstract = {Controversial issues are a teaching challenge that can either be accepted and pedagogically grasped by the teacher, or repressed. However, there is no generally accepted definition of ‘controversial issues’ in the literature. Most definitions contain behavioural, epistemic and political elements. Hence, controversial issues are topics about which individuals tend to disagree, about which individuals tend to hold conflicting explanations, and about which individuals create solutions based on different values (Cooling, 2012; Hand, 2008; Ljunggren et al., 2015; Stradling, 1984). We collected critical incidents (Flanagan, 1954) from teachers working in the north of Sweden in an Indigenous language zone. We found that the teachers do not consider an given issue as controversial per se, but rather they see controversiality as created in the specific classroom context. For example, one teacher expressed this as follows: “a controversial issue is created through the students in the classroom and what backgrounds they have.” Globalisation and refugee flows have created classrooms with students from the North and South allowing more issues to be perceived as controversial than earlier when school was more homogeneous. In this paper, we problematise the teachers’ construction of critical issue incidents.},
issn = {0424-5512}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2020_1,
title = {Controversial Issues and their Role in RE},
author = {Lindström, Niclas},
year = {2020},
journal = {Conference proceedings},
pages = {489--493},
doi = {10.26352/E618_2384-9509},
language = {eng},
publisher = {Florence : Filodritto Editore},
keywords = {controversial issues; religious education; values},
abstract = {In the non-confessional Swedish subject religious education (RE), teachers regularly address sensitive questions, e.g. concerning pupils’ convictions, which sometimes can be regarded as controversial issues (CI). Hence, the overall purpose of this paper is to present, analyze and discuss a minor web survey of which issues RE teachers in secondary school consider to be controversial and how they handle them in the classroom. I will discuss (a) if CI:s can be understood as topics that challenge or violate prevailing ideals, norms and values in a given context, as well as (b) if the teachers’ strategies tend to decrease or increase such value conflicts. Two theoretical assumptions are used in order to analyze the results: (1) A distinction between individualist values, predominant in secular societies, and collectivist values, predominant in religious societies. (2) That teachers' strategies for handling controversial issues, through routines and working methods, influence the values which are reproduced in education. This study indicates that the topics the participating RE teachers consider to be CI:s tend to defy individualist values. The study also show that a majority of the RE teachers stated that they handled CI:s by staying neutral or presenting a balanced point of view. This may be a way of socializing the pupils to embrace individualist values, are expected to make autonomous decisions and take responsibility for their choices. In the conclusion, it will be suggested, that the prevailing individualist perspective of Swedish RE may give a biased understanding on alternative point of views. }
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2020,
title = {Can Moral Psychology Inform Moral Education?: Some Critical Perspectives},
author = {Norgren-Hansson, Mimmi and Lindström, Niclas},
year = {2020},
journal = {Conference Proceedings},
pages = {475--480},
doi = {10.26352/E618_2384-9509},
language = {eng},
publisher = {Florence : Filodritto Editore},
keywords = {moral education; moral psychology; care ethics},
abstract = {As teachers we frequently face situations where we are expected to make moral judgements and act upon them as a part of our pedagogical practices. This is one reason why practitioners and researchers tend to agree on that teaching is an essentially moral practice. However, according to recent development within moral psychology, we often make judgements based on emotionally driven intuitions and afterwards make up reasons to explain them. This provides a challenge for the traditional views of moral education. Thus, the overall aim of this paper is to present and critically discuss what the new findings of moral psychology can contribute to moral education. Initially we will present the theory and argue why it seems to provide an important contribution to our understanding of the normative dimension of education. Finally, however, we will use philosophical method in order to critically examine of some of the core features of the model and discuss which consequences it has to, for instance, aspects of care which is inherent in an educational context.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_daunholger_2011,
title = {Globalization, EU-ification and the New Mode of Educational Governance in Europe},
author = {Daun, Holger},
year = {2011},
journal = {European Education},
volume = {1},
number = {43},
pages = {9--32},
doi = {10.2753/EUE1056-4934430102},
language = {eng},
keywords = {education},
abstract = {The nature of European education systems and their respective modes of governing education were principally determined by factors internal to individual countries until the early 1980s. After the extension of the European Union and the acceleration of globalization, European countries have adopted some features that exist in many countries around the world and that are proposed by the European Union (EU) and other international and supranational bodies. The EU has added a social dimension to the predominantly neoliberal world agenda, and the Europeanizing agenda is disseminated through the Open Method of Coordination, among other measures and channels. However, due to cultural, religious, political, and other national and local patterns, there are still a number of differences among the education systems of Europe. This article reviews the changes in the education sector, especially in governing/governance, during the past two decades in some twenty European countries and then focuses on seven country cases: the Czech Republic, France, Greece, Italy, the Netherlands, Spain, and Sweden.},
issn = {1056-4934}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2022,
title = {Black Metal Bildung},
author = {Thorgersen, Ketil and von Wachenfeldt, Thomas},
year = {2022},
journal = {Philosophy of Music Education Review},
volume = {2},
number = {30},
pages = {183--201},
doi = {10.2979/philmusieducrevi.30.2.07},
language = {eng},
publisher = {: Indiana University Press},
keywords = {music education; bildung; black metal; the sublime; musikpedagogik},
abstract = {This article is based on results from research that addressed the ways young Black Metal musicians construct their musical learning and socialization. In this article we will focus on one of the strands in that study; a trace of a classic ideal from Bildung theory. Using Bildung theory, we explore similarities between the ideals and concepts in the expressed informal music education from Black Metal musicians and contemporary institutionalized music education. In this article the German and Nordic 18th century concept of Bildung will be interpreted as the component that binds and contextualizes knowledge by a dialectic process with already inherited or internalized knowledge. Exploring, identifying, and comparing links between the educative process found within Black Metal and Bildung might at first sight seem to be both a pointless task and potentially reifying of problematic elements found within Black Metal. However, as we will discuss, common features of Bildung and Black Metal, such as enlightenment through criticism of the taken-for-granted, a sublime Gesamtkunstwerk and a nihilist striving to become an image of God, help to reveal those ways Black Metal learning processes can be understood in the light of Bildung theories. We do so in order to present tools for furthering the critical discussion of hegemonic music educational discourses.},
issn = {1063-5734}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_magnussonerik_2021,
title = {'Frightening proportions': On Meir Kahane's assimilation doctrine},
author = {Magnusson, Erik},
year = {2021},
journal = {Nordisk judaistik - Scandinavian Jewish Studies},
volume = {2},
number = {32},
pages = {36--53},
doi = {10.30752/nj.107487},
language = {eng},
publisher = {: Nordisk judaistik/Scandinavian Jewish Studies},
abstract = {This article deals with Rabbi Meir Kahane’s assimilation doctrine, an under-studied aspect of previous published research on Kahane. The present study suggests that this doctrine is catalysed by a palingenetic myth of decline and rebirth, which also catalyses Kahane’s ideology. By proposing this, this article aims to offer a new perspective on the understanding of what drives Kahane’s ideology. It is further suggested that Kahane’s palingenetic myth is in part built around a myth of ‘intraracial antagonism’ between the American Jewish Establishment (AJE) and the ‘common Jew’. Following Bruce Lincoln’s theory of myth, it is here contended that Kahane’s assimilation doctrine is presented as ‘ideology in narrative form’. The study surveys the alleged causes and effects of assimilation, and what solutions Kahane presents to put an end to it. Among the alleged causes, Kahane singles out the AJE’s purported gutting of Jewish religious education, which is said to have alienated Jewish youth from their religion. Aside from curtailing Jewish continuity, Kahane for example identifies Jews engaging in social causes that allegedly run counter to Jewish interests as one alleged effect of assimilation. To end assimilation Kahane promotes a solution of campaigning in Jewish communities to ultimately put a stop to intermarriage, to instil hadar and ahavat Yisroel among Jews by the means of a regenerated Jewish educational system, and to encourage Jews to ‘return’ to Israel.},
issn = {0348-1646}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_bengtssonhkan_2020,
title = {Didaktiska reflektioner om judendom, stereotyper och tankefigurer},
author = {Bengtsson, Håkan},
year = {2020},
journal = {Nordisk judaistik - Scandinavian Jewish Studies},
volume = {2},
number = {31},
pages = {3--20},
doi = {10.30752/nj.89966},
language = {swe},
publisher = {: Nordisk judaistik/Scandinavian Jewish Studies},
keywords = {judendom; stereotyper; religionsdebatt; lärarutbildning; prästutbildning; curriculum studies},
abstract = {This article addresses the issue of teaching Judaism for students in the teacher-trainingprogramme and those training to become clergy in a Swedish milieu. A major challenge in thesecular post-Protestant setting is to pinpoint and challenge the negative presuppositions of Judaismas a religion of legalism, whereas the student’s own assumption is that she or he is neutral. Even ifthe older paradigms of anti-Jewish stereotypes are somewhat distant, there are further patterns ofthought which depict Judaism as a ‘strange’ and ‘legalistic’ religion. Students in the teacher-trainingprogramme for teaching religion in schools can in class react negatively to concepts like kosherslaughter, circumcision and the Shabbat lift. Even if the explanatory motives vary, there is nonethelessa tendency common to ordination students, relating to a Protestant notion of the Jewish Torah,commonly rendered as ‘Law’ or ‘legalism’. This notion of ‘the Law’ as a means of self-redemptioncan, it is argued in the article, be discerned specially among clergy students reading Pauline textsand theology. This analysis shows that both teacher-training and textbooks need to be updated inaccordance with modern research in order to refute older anti-Jewish patterns of thought. As forthe challenge posed by the simplistic labelling of both Judaism and Islam as religions of law, theimplementation of the teaching guidelines concerning everyday ‘lived religion’ enables and allowsthe teacher to better disclose Judaism, Christianity and Islam as piously organised living faiths ratherthan as being ruled by legalistic principles.},
issn = {0348-1646}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2022_1,
title = {On how RE Teachers Address the Sometimes Conflicting Tasks of Conveying Fundamental Values and Facilitating Critical Thinking},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2022},
journal = {Athens Journal of Education},
volume = {1},
number = {9},
pages = {23--36},
doi = {10.30958/AJE.9-1-2},
language = {eng},
publisher = {: Athens Institute for Education and Research},
keywords = {moral education; paradox of moral education; religious education; controversial issues},
abstract = {Teachers in the non-confessional Swedish subject religious education have conflicting responsibilities to convey values and facilitate critical thinking. The research regarding these responsibilities has often been considered a theoretical problem and the discussion has concerned theoretical solutions. However, the problem is not only theoretical. It is in fact also a practical problem that many teachers frequently encounter. The overall aim of this paper is thus to draw attention to these conflicting responsibilities as a practical problem that teachers face and are expected to solve in their pedagogical practices. In line with this aim, a number of qualitative research interviews were conducted with experienced religious education teachers, who are considered to have a particular responsibility for moral education in the Swedish school system. The purpose of the interviews was to investigate how they relate to their sometimes conflicting responsibilities and consequently make an empirically informed contribution to the debate. This is an important task since there are no official guidelines on how teachers are to balance these responsibilities in their pedagogical practices. },
issn = {2407-9898}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2022,
title = {Ethics Teaching in Education for Sustainable Development},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2022},
journal = {Athens Journal of Education},
volume = {2},
number = {9},
pages = {211--224},
doi = {10.30958/aje.9-2-2},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {education for sustainable development (esd); sustainable development; ethics education; teaching ethics; participatory education; controversial issues; hållbar utveckling; practical philosophy; praktisk filosofi},
abstract = {Education for sustainable development (ESD) is nowadays internationally considered an important aspect of the overall education of children and young people in the world. It is included among the goals of the UN 2030 Agenda for Sustainable Development. Besides its content – sustainable development – ESD is also characterized by its emphasis on a democratic and participatory educational procedure. In this paper, we show how both these aspects of ESD – its content and procedure – reveal the importance of bringing ethical considerations into ESD, as well as provide challenges for ethics teaching in ESD.},
issn = {2407-9898}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lindstrmniclas_2022_2,
title = {Moral Taste and Moral Education: An Interview Study},
author = {Lindström, Niclas and Samuelsson, Lars},
year = {2022},
journal = {Athens Journal of Education},
volume = {3},
number = {9},
pages = {365--376},
doi = {10.30958/aje.9-3-1},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {moral education; ethics education; moral psychology; moral foundations theory},
abstract = {In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils’ moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants’ moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: “many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society… these pedagogical choices are based on the content of the curriculum but also mirror my own preferences”. In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education. },
issn = {2407-9898}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2022_1,
title = {Online surveillance and education for digital competence},
author = {Samuelsson, Lars and Lindström, Niclas},
year = {2022},
journal = {Athens Journal of Education},
volume = {4},
number = {9},
pages = {545--557},
doi = {10.30958/aje.9-4-1},
language = {eng},
publisher = {Aten : Athens Institute for Education and Research (ATINER)},
keywords = {education for digital competence; digital competence; education for digital literacy; digital literacy; digitalization; online surveillance; soft surveillance; surveillance; surveillance culture; privacy},
abstract = {Digital competence has become increasingly important in modern societies and is today central to the possibility of participating on equal terms as a citizen in a contemporary democracy. Thus, it is now stressed as a crucial learning objective, nationally as well as internationally. One pervasive consequence of the digitalization of society is the facilitation of intrusive online surveillance: when we are online, we leave traces that provide useful information to companies, organizations, and individuals, who can collect, process, use, and share this information. The purpose of this article is to reveal the need for an increased awareness of the surveillance aspect of digitalization in teacher education and schools. The argument is partly based on a questionnaire survey with 560 current and former Swedish student teachers, about online behavior and privacy. The results indicate that Swedish teachers in general need to further their digital competence in order to be able to appropriately aid their pupils in developing digital literacy. Given that Swedish student teachers can be expected to possess a comparatively very high level of digital competence, we think it is safe to generalize this point to comprise teachers in many other countries as well. We argue that an awareness of the surveillance aspect of digitalization is crucial to being a cognizant citizen in a democratic society, and that it should therefore constitute a natural part of education for digital competence. },
issn = {2407-9898}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krausanja_2022,
title = {Wonder, Sincerity and Operationalism in Education – Heidegger as Reference in Going »Back to Pedagogy Itself«: [Staunen, Aufrichtigkeit und Operationalismus in der Erziehung – »zur Pädagogik zurück« mit Heidegger als Referenz]},
author = {Kraus, Anja and Pfrang, Agnes and Ylimaki, Rose},
year = {2022},
journal = {Vierteljahrsschrift für wissenschaftliche Pädagogik},
volume = {3},
number = {98},
pages = {371--386},
doi = {10.30965/25890581-09703056},
language = {eng},
publisher = {: Brill Deutschland GmbH},
keywords = {pedagogical practice; pedagogical relationship; operation; existentiality; pädagogische praxis; lernen; pädagogische beziehung; operationalismus; existentialität},
abstract = {Mit dem im Titel verwendeten Zitat beziehen wir uns auf das im Jahr 2020 erschienene Buch, »Phenomenology and Educational Theory in Conversation: Back to Education Itself«, von Patrick Howard, Tone Saevi, Andrew Foran & Gert Biesta. Wir teilen das darin vorgebrachte Anliegen, eine internationale Leserschaft für eine Revision (‘renewing’), und Wiedergewinnung (‘reclaiming’) des Pädagogischen (‘educational project’) aufzuschließen. Zunächst konstatieren wir, dass es viele mögliche Antworten auf die Frage gibt, worum es in der pädagogischen Praxis geht. Dann skizzieren wir das Erklärungspotential von Operationen für die wissenschaftliche Forschung und die pädagogische Praxis. Die existentielle Tiefe des menschlichen Lebens, Bildung und Lernen kann allerdings nicht vollständig durch den Operationalismus erfasst werden. Eine mögliche Perspektive für das oben genannte Unterfangen sehen wir vielmehr in den späten Überlegungen Martin Heideggers und in der Identifikation der existentiellen Orientierung des Menschen und der Initiierung von Lernen mit Echtheit, Aufrichtigkeit und mit der Offenheit des Staunens. Um Staunen und Aufrichtigkeit als integrale Aspekte der pädagogischen Praxis zu erklären, folgen wir der Operationalismus-Lektüre von Dieter Mersch und Martin Heidegger.},
issn = {0507-7230}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_castnerdaniel_2023,
title = {Discussing the Emperor’s New Clothes – the Metaphysics of Neoliberal Policy and Educational Conversation},
author = {Castner, Daniel and Kraus, Anja},
year = {2023},
journal = {Vierteljahrsschrift für wissenschaftliche Pädagogik},
volume = {2},
number = {99},
pages = {229--245},
doi = {10.30965/25890581-09703093},
language = {eng},
publisher = {: Brill Deutschland GmbH},
keywords = {policies; continental education tradition; pragmatism; gadamer; rorty; strategiepapiere; erziehungswissenschaft und pädagogik; pragmatismus; educational science; pedagogik med inriktning mot utbildningsvetenskap},
abstract = {In this article, the text genre of educational policies of today are identified as ›neoliberal metaphysics‹ and as bare of pedagogical reality. They lack human depth and interdisciplinary breadth. By taking stand in the approach of Hans-Georg Gadamer, a German philosopher of the so called continental tradition, this paper refers civil engagement, education and Bildung to the principles of interpersonal conversation as a mode of ›creating theory within practice‹. Considering conversational relationality in terms of pedagogical responsibility, also the ›dignity of pedagogical practice‹ is explained. Gadamer’s hermeneutic-phenomenological conception of conversation is compared with an approach to language advanced by the American pragmatist, Richard Rorty. Both approaches amount to the conversational character of pedagogy instead of accountability policy that addresses purpose and compliance.},
issn = {0507-7230}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2023_14,
title = {Conceptual Engineering in Education: Philosophical Analysis for Educational Problems},
year = {2023},
doi = {10.30965/9783969753033},
language = {eng},
publisher = {Brill Academic Publishers},
keywords = {conceptual engineering; conceptual analysis; education},
abstract = {Conceptual engineering has taken off as a philosophical methodology. This book asks what happens when conceptual engineering is applied to philosophy of education. The first section of the book deals with the question of whether conceptual engineering is a suitable methodology for philosophers of education. Arguments for and also some critical arguments against this method are presented. The second section comprises of chapters that illustrate what conceptual engineering looks like in practice, when applied to educational issues. The end result is an exploration of conceptual engineering in relation to education and simultaneously of what it means to engage in analytic philosophy of education more generally. With contributions from philosophers of education and from other related fields, this book provides an in-depth exploration of the nature and value of conceptual engineering in education. It touches on applied questions about mental health, indoctrination, safety in the classroom and educational justice.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_norefalkchristian_2023_2,
title = {Piecemeal Mending and Ameliorative Conceptual Engineering in Education},
author = {Norefalk, Christian},
year = {2023},
journal = {Conceptual Engineering in Education},
doi = {10.30965/9783969753033_007},
language = {eng},
publisher = {: Brill Academic Publishers},
keywords = {amelioration; conceptual ethics; education; ideology; piecemeal mending.},
abstract = {There is indeed a need for philosophers of education, to not only review, but also, when needed, re-engineer and ameliorate concepts. However, when there is such a need, we should proceed cautiously through piecemeal mending rather than through radical changes grounded in ideology. In other words, conceptual engineering should not stray from ordinary methods of conceptual analysis, other than to add a more pragmatic and normative, yet piecemeal ambition. With inspiration from Sally Haslanger’s idea of ameliorative conceptual analysis, I suggest that if we are trying to ameliorate e.g. the concept ‘education’, the purpose of doing so is first and foremost to suggest an understanding of education that helps us to enhance our conceptual resources to serve our critically examined purposes. The purpose should not be to reduce our concept of education to any ideal form of “good” education. The important question to be asked are: “What is education?”, rather than “What ought education to be?”. In other words: What valuable purpose does the concept of education serve that is not captured in other similar concepts, such as for instance ‘learning’ and ‘schooling’? Why do we need a concept such as ‘education’ at all? And how should we go about if we would try to ameliorate the concept ‘education’?}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2025_4,
title = {'Livsfrågor' – a Swedish narrative from the 1960s: what about its status in the 2020s?},
author = {Sporre, Karin and Kärnebro, Katarina and Lilja, Annika and Osbeck, Christina},
year = {2025},
journal = {A pluralist We in religious education},
pages = {177--198},
doi = {10.31244/9783818850494},
language = {eng},
publisher = {Münster : Waxmann Verlag},
keywords = {‘livsfragor’; existential issues; small and grand narratives; secularism; plurality; religious education},
abstract = {During the 1960s, the Swedish Religious Education subject underwent a complete transformation. The former Lutheran Christian education was criticised and something new was demanded. In the syllabus for compulsory school (nine school years for all Swedish children) launched in 1969, ‘livsfrågor’, existential issues, were introduced to open the subject to students’ own questions. ‘Livsfrågor’ has had a place in Swedish RE syllabi ever since.This chapter provides a background to the changes of the 1960s and traces the concept of ‘livsfrågor’ through the curricular transformations for compulsory school of 1980, 1994, 2011 and 2022. The concepts of ‘small’ and ‘grand narratives’ by Jean Francois Lyotard are used for analysis. In 1980, the narrative of ‘livsfrågor’ became the ‘grand narrative’ with considerable space for students’ questions and ‘livsfrågor’assuming the integrating pedagogical role of the RE subject. However, this role was lost in the next curricular transformation to become a ‘smaller narrative’.The authors discuss the concept of ‘livsfrågor’ in relation to challenges such as the plurality of worldviews, the changing views on children and youth giving more authority to them, and secularism. Although the curricular changes of the last decades have not been favourable to ‘livsfrågor’ the authors note how Lyotard emphasises that change can open up for small narratives to replace dominating ones. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_victortillberglotta_2020_1,
title = {The Dynamics of Military Skills: The Role of Experience-Based Knowledge in Challenging Situations},
author = {Victor Tillberg, Lotta},
year = {2020},
journal = {Scandinavian Journal of Military Studies},
volume = {1},
number = {3},
pages = {55--67},
doi = {10.31374/sjms.40},
language = {eng},
publisher = {: Scandinavian Military Studies},
keywords = {military skills; experience-based knowledge; phronesis; knowledge of familiarity; de-professionalization; de-skilling; officer; kritisk kulturteori; critical and cultural theory},
abstract = {Based on narratives from Swedish officers’ experiences from challenging situations, the article investigates the role of experience-based knowledge in military practice. Officers must be prepared to act in situations in which they do not have full control, make decisions under uncertain circumstances, and master tasks with conflicting rules, objectives, and means. These conditions apply in an overseas warfare environment, and also back home. The officers’ ability to adequately interpret phenomena in a given situation includes a variety of inarticulable knowledge. The aim of this article is to examine two aspects of military practice: (I) what role experience plays when handling challenging situations, and (II) how different kinds of knowledge are active in forming a professional skill. Using a set of epistemological concepts (phronesis, knowledge of familiarity, skill acquisition model), the article presents an analytical framework that focuses on experience-based forms of knowledge. The results show that experience-based aspects of knowledge which are crucial in military practice run the risk of not being discussed, because established methods and research traditions are focusing on measurable forms of knowledge. Finally, the article discusses the risk of de-professionalization due to unilateral use of monitoring and evaluation methods that primarily focus on forms of knowledge that can be calculated and expressed explicitly.},
issn = {2596-3856}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_fahlnmarie_2018,
title = {Freedom of religion and secular education: Teachers define the meaning of religious freedom in everyday school practice},
author = {Fahlén, Marie},
year = {2018},
journal = {IJREE – International Journal for Research on Extended Education},
volume = {2},
number = {5},
pages = {2},
doi = {10.3224/ijree.v5i2.03},
language = {eng},
publisher = {: Verlag Barbara Budrich},
keywords = {freedom of religion; human rights; primary school; leisure-time center; discourse analysis},
abstract = {Questions about freedom of religion versus secular values have increased as a controversial topic in European public debate during the last decades. The aim of this article is to shed light on these issues by focusing on the definition of “freedom of religion as a human right” among teachers working with younger pupils in the Swedish school system. From a holistic perspective on religion and children’s education, in-depth individual interviews were conducted with teachers working in primary school, as well as teachers in the leisure-time center, examined through discourse analysis. This study provides insights into how two different groups of teachers interpret and apply these potentially conflicting values in everyday school practice. At the end of the article, I reflect upon the consequences of the Swedish, secular and individualistic values that were dominant in the teachers understanding of freedom of religion, in relation to the challenges of a multi-religious school and society.},
issn = {2196-3673}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_larssongermund_2020,
title = {Child Labour, Parental Neglect, School Boards, and Teacher Quality: School Inspector Reports on the Supply and Demand of Schooling in Mid-nineteenth-century Sweden},
author = {Larsson, Germund and Westberg, Johannes},
year = {2020},
journal = {Historical Studies in Education},
volume = {1},
number = {32},
pages = {69--88},
doi = {10.32316/hse-rhe.v32i1.4743},
language = {eng},
publisher = {: Historical Studies in Education},
keywords = {schooling; nineteenth century; school boards; economic elites; protestantism; utbildningssociologi; sociology of education},
abstract = {By examining the state school inspector reports of 1861–1863, which provide rich insights into the local conditions of schooling in Sweden, this article sheds further light on the wide range of factors that weakened school enrolment and attendance in nineteenth-century Sweden. In terms of parental demand, these included child labour on farms, at manors, and in industries; the transformation of the servant system among rural households; and religious practices, such as the confirmation and the beliefs of Protestant sectarian groups. On the supply side, factors that school inspectors reported included the inability of Swedish teacher seminars to examine enough teachers and the problematic behaviour of local school boards. As a result, this article provides additional input into the debate in educational history regarding the role of the state, religion, rural elites, and parents in the rise of mass schooling, while simultaneously providing further qualitative evidence to a quantitatively oriented research field in economic history on the determinants of schooling.},
issn = {0843-5057}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_serholtsofia_2016,
title = {Students' Normative Perspectives on Classroom Robots},
author = {Serholt, Sofia and Barendregt, Wolmet and Kuester, Dennis and Jones, Aidan and Alves-Oliveira, Patricia and Paiva, Ana},
year = {2016},
journal = {What Social Robots Can and Should Do: Proceedings of Robophilosophy 2016 / TRANSOR 2016},
pages = {240--251},
doi = {10.3233/978-1-61499-708-5-240},
language = {eng},
publisher = {: IOS Press},
keywords = {classroom robots; normative perspectives; children; students},
abstract = {As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_profanterannemarie_2018,
title = {Education in Diversity – Diversity in Education: Students with Visual Disabilities in the Sultanate of Oman},
author = {Profanter, Annemarie and Näslund, Rebecka and Al-Said, Shariffa},
year = {2018},
journal = {Al-Raida - The Pioneer},
volume = {2},
number = {42},
pages = {1--21},
doi = {10.32380/alrj.v42i2.1739},
language = {eng},
publisher = {Beirut : Institute for Women’s Studies in the Arab World (IWSAW)},
keywords = {disability; gender; education; information and communications technology; sultanate of oman},
abstract = {In this article, disability and its interplay with gender in the Sultanate of Oman are explored. Previous research on this issue in Oman has been conducted adopting a medical model. Consequently, the interrelations between the individual and wider society in relation to disability have only been marginally researched. This research, however, explores the interrelation of disability and gender and the co-construction of their meanings for students with visual disabilities. In comparison with other studies – particularly in the Arabian Gulf, where disability is often explored from the standpoint of caregivers, politicians, etc. – this research specifically strives to include disabled students’ views and social experiences. Moreover, the interplay between educational, religious, and cultural practices is analyzed. Quantitative and qualitative data were gathered at the only state-run school for students with visual disabilities in the capital area. The sample is balanced by gender and comprises 30 students aged 14–23, as well as one key religious figure and one representative of a non-governmental organization. The study shows that despite investments and awareness-raising campaigns, various forms of social practice exist that construct and reconstruct the meanings of disability and gender. Additionally, it is revealed that there is a political need to initiate a relational model of gender and disability to further improve the situation for students with disability in Oman.},
issn = {0259-9953}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_dodigcrnkovicgordana_2025,
title = {Observers as Agents: Relational Epistemology from Physics to Ecology},
author = {Dodig-Crnkovic, Gordana},
year = {2025},
doi = {10.32388/tlfz3v.2},
language = {eng},
abstract = {The ideal of objectivity as observer-independent truth has shaped scientific thought since early modern times. Yet contemporary science reveals that all knowledge is perspective-bound embedded, embodied, and enacted observers participate in constructing coherent accounts of reality. This work develops a synthetic, observer-based epistemology that unifies insights from physics, chemistry, biology, cognitive science, ecology, and philosophy, showing how structured intersubjective mechanisms allow perspectival integration into scientifically valid knowledge across domains.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karltunlinleychiwona_2024,
title = {Local community perception on medicinal plant knowledge use and influencing variables among three ethnic groups in peri-urban areas of south-central Ethiopia},
author = {Karltun, Linley Chiwona},
year = {2024},
journal = {Ethnobotany Research and Applications},
number = {29},
pages = {29},
doi = {10.32859/era.29.36.1-16},
language = {eng},
publisher = {: Ilia State University},
abstract = {Background: In Ethiopia, affordability, religious beliefs, and access to healthcare facilities are theoretically linked with the preferences for medicinal plant knowledge uses. Yet, there is still insufficient information about the factors contributing to the link between medicinal plant knowledge use and associated drivers. This study aimed to assess the factors influencing local communities' preferences and perceptions of medicinal plant knowledge practice among Gedeo, Oromo, and Sidama ethnic groups. Methods: The study used ethnobotanical data from 837 participants from Gedeo, Oromo, and Sidama ethnic group, collected through semi-structured interviews. A five-dimensional Likert scale was used to determine preferences and factors affecting the perceived use of medicinal plant knowledge. Nonparametric Kruskal-Wallis chi-squared test was appled to examine the impact of socio-demographic variables on perceived use of medicinal plant knowledge among informants. Results: The study found that efficacy was the most significant reason for practicing medicinal plant knowledge against several human ailments (RII = 0.686). Misleading communication is a major factor that alters the perceived use of medicinal plant knowledge among ethnic groups (RII = 0.719). Age, gnder, education, and marital status are significantly (P < 0.05) associated variables with the perceived use of medicinal plant knowledge among the variables compared. Conclusion: The study found that traditional knowledge is widely accepted among the three ethnic groups studied. The effectiveness and beliefs of traditional knowledge is considerable, indicating the need for publicizing its benefits and risks. Moreover, further research needed on safety, validity, and efficacy to make it widely available as an alternative medicine.},
issn = {1547-3465}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_meyerverena_2024,
title = {Reflections on the Special Issue: Burning of the Qur’an},
author = {Meyer, Verena and Skovgaard-Petersen, Jakob and Frydenlund, Iselin and Larsson, Göran},
year = {2024},
journal = {Temenos},
volume = {2},
number = {60},
pages = {203--223},
doi = {10.33356/temenos.148361},
language = {eng},
publisher = {: Temenos},
keywords = {qur’an burnings; sweden; rasmus paludan; denmark; middle east; research ethics; blasphemy; sacrilege; qur'an burnings},
abstract = {The following three short texts are the outcome of a roundtable discussion at the European Association for the Study of Religion (EASR) conference held on 19 August 2024 in Gothenburg. The focus of the roundtable was the special issue, Burning of the Qur’an, which was edited by Göran Larsson, Iselin Frydenlund, and Torkel Brekke and published in Temenos, Vol. 60, No. 1 (2024). The special issue contained articles on the development in Sweden, Norway, Denmark, and Finland and a meta reflection on the burning of the Qur’an from a British and South Asian perspective. At the EASR conference the editors invited Assistant Professor Verena Meyer from Leiden University and Professor Jakob Skovgaard-Petersen from the University of Copenhagen to comment on and discuss the special issue. This section of Temenos publishes Meyer’s and Skovgaard-Petersen’s responses, with a short reply from Iselin Frydenlund and Göran Larsson. The discussion focuses on research ethics (‘why study a controversial topic’), legal frameworks, and the lack of ‘Muslim voices’ in the study of controversial topics.},
issn = {0497-1817}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_svenssonjonas_2015_1,
title = {Religious education and teaching young people about humanity: Suggesting a new role for RE and for the academic study of religions in Sweden},
author = {Svensson, Jonas},
year = {2015},
journal = {Temenos},
volume = {2},
number = {51},
pages = {177--199},
doi = {10.33356/temenos.53567},
language = {eng},
publisher = {: Temenos},
keywords = {religious education; humanistic study of religion; sweden; syllabi; educational reforms; didactics of religion; study of religions; pedagogik och utbildningsvetenskap; pedagogics and educational sciences},
abstract = {This article is a suggestion for the rethinking of the role and purpose of religious education (RE) in Swedish public schools, in relation to two major recent reforms: of teachers training (2012) and of syllabi for RE (2011). Based on a notion of the ‘humanistic’ study of religions as he study of religion as a human cultural product, the article argues that a RE – mainly in lower and upper secondary school – informed by contemporary theoretical development, better than any other school subject can cater for the important task of educating young people about who they, as human beings, are and why. To substantiate this claim, the content of the above mentioned reforms are presented, and placed in historical context. Furthermore, the article provides a set of examples of how actual teaching may be structured to fulfil its proposed new task, with a basis in the current syllabi for lower and upper secondary school.},
issn = {0497-1817}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lvheimmia_2019,
title = {‘The Swedish Condition’: Representations of Religion in the Swedish Press 1988–2018},
author = {Lövheim, Mia},
year = {2019},
journal = {Temenos},
volume = {2},
number = {55},
pages = {271--292},
doi = {10.33356/temenos.87830},
language = {eng},
publisher = {: Temenos},
keywords = {sweden; newspapers; mediatization; religious diversity; islam; sociology of religion; religionssociologi},
abstract = {The aim of this article is to examine changes and continuities in thecoverage of religion in Swedish daily newspapers between 1988 and2018. Previous research has shown that Sweden in comparison withother Nordic countries is more secular in terms of its population’sreligious belief and practice, and more tolerant of immigration andreligious diversity. Against this background the article discusseswhether the representation of religion in four selected newspapersduring 2018 reveals a change with regard to trends identified in previous studies, covering the period between 1988 and 2008. It especiallyasks if such changes indicate the continuity of the ‘Swedish condition’,meaning a more tolerant approach to religious diversity as expressedin the daily press. The analysis shows that the coverage of religion inthe Swedish press during the period between 2008 and 2018 developsthrough parallel trends of the continued acknowledgement of religious diversity, a heightened focus on Islam and the public presenceof religion, and more contestation with regard to the political andsocial implications of this situation. In assessing these trends furtherstudy is needed concerning the interrelations between media representations of religious diversity and changes in other institutions inSwedish society such as politics, law, and education.},
issn = {0497-1817}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023_4,
title = {Alternative forms and systems for religious education in primary schools in Sweden},
author = {Chorna, Viktoriia},
year = {2023},
journal = {Proceedings of The 5th International Conference on Modern Research in Education, Teaching and Learning},
pages = {12--20},
doi = {10.33422/icmetl.v1i1.25},
language = {eng},
publisher = {: ICMETL},
keywords = {religious education; primary school children; alternative forms and systems; historical studies; historiska studier},
abstract = {Religious education is an effective tool for organizing primary school children's spiritual and moral development. Primary religious education aims to teach interaction and achieve constructive dialogues with others. Teachers have a responsibility to make classes appealing and learning accessible by taking the age range and cognitive skills of primary school children into account in the planning. Introducing a mixture of alternative forms and systems for teaching may be the best way to achieve this. Approaches from several alternative education systems could be used to expand religious education teaching practices in primary schools. The systems that are to be discussed further here are homeschooling, unschooling, world schooling, outdoor education, online learning, Montessori, Frobel, Amonashvili, and Waldorf. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_larsenpontus_2025,
title = {Skola, historia och fostran: Nationell identitet, värdegrundsarbete och presentism i mellanstadiets historieundervisning},
author = {Larsen, Pontus},
year = {2025},
doi = {10.3384/9789181180978},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {history education; middle school; values education; national identity; collective identity; uses of history; social reproduction; pupil resistance; historieundervisning; mellanstadiet; värdegrund; nation; fostran; kollektiv identitet; historiebruk; social- och kulturell reproduktion; svenskhet},
abstract = {I denna avhandling undersöks historieundervisningen i årskurs 4–6 med fokus på vilka värden och normer som (re)produceras hos elever i klassrummet. Syftet är att belysa historia som fostrande praktik och att förstå vilka ”vi” är och blir genom en historieundervisning i en grundskola som både ska upprätthålla och utveckla en särskild värdegrund. Studien bygger på 70 klassrumsobservationer i årskurs 4, 5 och 6, intervjuer, läromedel, elevtexter och prov insamlade 2020–2021. Med stöd i teorier om nationalism, social identitet och meningserbjudande förstås och analyseras historiebruk som en institutionell praktik.Resultaten visar att undervisningen konstruerar kollektiva identiteter och påverkar elevers förståelser av det förflutna. Den ”historiske andre” framträder både som oönskad och oumbärlig för skolans värdefostran – ett hot mot ordningen men nödvändig för att definiera vad som är normalt och önskvärt. Tre delvis konkurrerande historiebruk och ”vi:n” identifieras i klassrummet: ett ”demokrati-presentistiskt”, där ett mörkt och svårt förflutet kontrasteras mot ett upplyst och moraliskt värdegrundsdrivet nu; ett ”storsvenskt”, där elever socialiseras in i traditionella dygder via ett tidsöverskridande svenskt pronomen, berättelser med kontinuitet och estetik med rötter i 1900-talets tidiga folkskola; samt ett ”individualistiskt” bruk, där agens och persona betonas i elevers och lärares tolkningar av historiska aktörer såsom drottning Kristina. Tillsammans formar dessa en samhällsbevarande och ”nygammal” värdegrund som bekräftas av majoriteten av eleverna.Samtidigt finns motstånd, med elever i etniskt heterogena klassrum som ställer sig utanför det svenska ”vi:et” och ifrågasätter skolans bild av ett moraliskt fulländat Sverige genom att lyfta erfarenheter av rasism och ojämlikhet. Sammantaget bidrar avhandlingen med en praktiknära förståelse för hur historia används i fostrande syften och hur svenskhet reproduceras genom undervisningen i grundskolan. }
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_larssonmadeleine_2025,
title = {Vad gör museipedagogen och föremålen med historien?: Historieundervisning på fyra kulturhistoriska museer 2015–2017},
author = {Larsson, Madeleine},
year = {2025},
doi = {10.3384/9789181182729},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {authenticity; historical abbreviations; historical culture; intersectionality; materiality; museum education; object-based teaching; selective traditions; teaching history; use of history; autenticitet; föremålsbaserad undervisning; historiebruk; historiekultur; historieundervisning; intersektionalitet; materialitet; museiundervisning; narrativa förkortningar; selektiva traditioner},
abstract = {Ämnesundervisning i ett klassrum beskrivs ofta i termer av en didaktisk triangel som innehåller relationerna mellan lärare, elev och innehåll. När ämnesundervisning äger rum i ett kulturhistoriskt museum tillkommer komponenten materialitet i form av föremål, scener och i princip också själva museirummet. De specifika förutsättningarna för historieundervisning i detta sammanhang kan visualiseras som en museididaktisk tetraeder, där museimaterial utgör det fjärde hörnet.I denna observationsstudie undersöks den historieundervisning som tio museipedagoger genomförde på fyra svenska kulturhistoriska museer 2015—2017. Syftet med studien är att bidra med ny kunskap om museet som undervisningsmiljö, om vilka de didaktiska villkoren är som formar museernas historieundervisning. Med stöd i teorier om autenticitet, historiebruk, historiekultur, intersektionalitet, narrativa förkortningar och selektiva traditioner analyseras hur materialiteten påverkar museipedagogens förhållande till ämnesinnehållet med fokus på historiska aktörer.Sammantaget pekar avhandlingens resultat på att materialiteten påverkar museipedagogens förhållande till ämnesinnehållet på två sätt: antingen kompletteras ett specifikt ämnesinnehåll med hjälp av lämpligt museimaterial (fokus på tetraederns innehåll), eller så möjliggör ett specifikt museimaterial ett ämnesinnehåll (fokus på tetraederns museimaterial). Museipedagogens urval och bruk av museimaterial och innehåll måste vidare förstås inom ramen för en specifik historiekultur som färgas av samtida normer och värderingar såväl som av museispecifika villkor såsom organisationsform, ämnesområde, utställningsdesign och museisamlingarnas karaktär.Resultaten visar att en rad olika materialtyper förekommer i museiundervisningen och ges delvis olika funktioner. Studien visar också att män och kvinnor från samhällets samtliga skikt inkluderas i museiundervisningen, men tenderar att behandlas på skilda sätt i de historiska skildringarna. Medan namngivna kvinnliga aktörer brukas för att synliggöra individen, används manliga aktörer snarare för att strukturera ett ämnesinnehåll eller symbolisera ett historiskt fenomen.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_tholandermichael_2016,
title = {Pippi Longstocking as Friedrich Nietzsche's overhuman},
author = {Tholander, Michael},
year = {2016},
journal = {Confero},
volume = {1},
number = {4},
pages = {97--135},
doi = {10.3384/confero.2001-4562.160111},
language = {eng},
publisher = {: Linköping University Electronic Press},
keywords = {nietzsche; overhuman; pippi longstocking},
abstract = {Friedrich Nietzsche is primarily famous, or infamous, for two things: His statement “God is dead” and his idea of a future “overhuman” (Übermensch). It is the latter idea that is the focus of this essay. By pointing to a series of illuminative similarities between Friedrich Nietzsche’s 19th century portrayal of an imagined forthcoming human ideal and Astrid Lindgren’s 20th century fictional character Pippi Longstocking, a literary parallelism will be presented throughout the essay. The intended purpose is to rectify the image of both Friedrich Nietzsche and his overhuman. Whether or not this also has a bearing on the impression of Pippi is an open question, but it is crucial to emphasize that it is not Pippi’s physical strength, perhaps her most prominent attribute, which makes her an overhuman. Instead, Pippi is an overhuman in her approach to life and in her life-affirming actions. It is worth pointing out that Astrid Lindgren herself, in a letter accompanying the first Pippi manuscript, indeed characterized her own creation as an overhuman: “Pippi Longstocking is, as you will find if you take the trouble to read the manuscript, a little Übermensch in the shape of a child.”},
issn = {2001-4562}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_wedintomas_2017,
title = {The paradox of democratic equality: on the modified teacher role in post-war Sweden},
author = {Wedin, Tomas},
year = {2017},
journal = {Confero},
volume = {1},
number = {5},
pages = {197--244},
doi = {10.3384/confero.2001-4562.171130},
language = {eng},
publisher = {: Linkoping University Electronic Press},
abstract = {In the last decade, a number of studies have been published relating the in media highlighted problems of the Swedish school to the cluster of reforms launched around 1990. It has been pointed out that, e.g., the municipalization of the school, the introduction of a management by objectives as well as an educational system structured by a voucher model, all carried out in the years around 1990, substantially have contributed to the current problems in Swedish schools. As has been shown in a number of studies, the ideas permeating the reforms are not specific to the educational sector, but can be related to other societal reforms aiming at increasing decentralization as well as a further market orientation.},
issn = {2001-4562}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lundinsverker_2018,
title = {Ritual, Reform and Resistance in the Schoolified University. On the dangers of faith in education and the pleasures of pretending to taking it seriously},
author = {Lundin, Sverker and Dodillet, Susanne and Storck Christensen, Ditte},
year = {2018},
journal = {Confero: Essays on Education, Philosophy and Politics},
volume = {1},
number = {6},
pages = {113--143},
doi = {10.3384/confero.2001-4562.180813},
language = {eng},
publisher = {: Linkoping University Electronic Press},
abstract = {Why is there such a striking discrepancy between the flexibility, democracy and empowerment that the Bologna process aims for, and the superficial educational activities that it actually results in? Our answer is based on the ritual theory of the American anthropologist Roy Rappaport and the psychoanalytical framework of the Austrian philosopher Robert Pfaller. Interpreting schoolified education as a ritual, we argue that both the reform initiative and its ensuing educational activities should be interpreted as mainly productive of a certain appearance, of compliance with prominent norms of modern society: the norms are articulated in policy documents and enacted in educational activity. We take schoolified education to be a normal ritual, in that this appearance is accepted ‘as if’ it corresponded with reality, while at the same time most people are aware (in a certain sense) of its superficial and ritualistic character. A twist, however, is added by the fact that modern society is distinctly anti-ritualistic, and therefore constantly tries to make education work ‘for real’. Drawing on Pfaller’s distinction between belief and faith, we show that this pursuit of de-ritualisation actually makes education progressively more formalised and coercive.},
issn = {2001-4562}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_norburgulrika_2015,
title = {Fängelse, skola, uppfostringsanstalt eller skyddshem?: Åkerbrukskolonien Hall för pojkar år 1876-1940},
author = {Norburg, Ulrika},
year = {2015},
doi = {10.3384/diss.diva-121126},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {children; class; criminality; criminal care; delinquency; discipline; masculinity normality; philanthropy; school; training school; visibility and youths; brottslighet; disciplinering; filantropi; fångvård; klass; maskulinitet; normalitet; skola; synliggörande; ungdomar; uppfostringsanstalt och vanart},
abstract = {År 1876 inrättades uppfostringsanstalten Hall utanför Södertälje. Anstalten var en av de första anstalterna i Sverige som tog emot pojkar i åldrarna 10-15 år som hade dömts i domstol till att insättas på uppfostringsanstalt. Dessutom tog Hall emot pojkar som låg i riskzonen för att bli brottsliga. Uppfostringsanstalter var under 1800-talet ett europeiskt fenomen och flera länder hade under mitten av 1800-talet inrättat uppfostringsanstalter. Hall var en plats för såväl straff, arbete och utbildning samt en plats för avskiljning från samhället där vistelsen skulle förbereda pojkarna/de unga männen för ett liv utanför institutionen. Avhandlingens övergripande syfte är att ta reda på hur Hall placerades i kraftfältet mellan staten och civilsamhället samt mellan fångvård och skola. Vad var egentligen en uppfostringsanstalt och hur förändras dess innebörder och identitet? Flera analyser har visat att anstalten hade tydliga associationer till fångvården både gällande språkbruk, metoder och bestraffningar. Samtidigt är det inte helt klart vilket klientel som anstalten skulle ta emot och vad anstaltens uppgift var. Det fanns dessutom otydligheter om hur barnen och ungdomarna skulle behandlas och vad anstalten förväntades åstadkomma med de intagna. Fångvårdens reformering som pågick under samma tidsperiod som Hall inrättades gav med största sannolikhet idéer för anstaltens organisation och utformning men samtidigt utvecklades anstalten i en allt mer pedagogisk inriktning präglad av tidens syn på barn och barndom. Det är därför associationerna till fångvården leder till att anstalten blir kritiserad. I samband med den nya lagstiftningen år 1902 och år 1924 blev Hall en av flera anstalter samtidigt som staten förespråkade pedagogiska inrättningar. Diskussionen om Hall behöver betraktas mot bakgrund av de diskursiva förskjutningar som pågick under Halls verksamhetsperiod. När Hall inrättades så var det framförallt den juridiska, moraliskt/religiösa diskursen som gjorde sig märkbar som senare ersattes av en medicinsk, pedagogisk diskurs. När staten tillsätter en utredning för att diskutera skyddshemmen år 1935 får föreningen kritik för att de inte klarade av sitt uppdrag. Det leder till att det tas beslut om att Hall ska lägga ned sin verksamhet samt att byggnaderna ska övergå i statlig ägo men med en annan verksamhetsinriktning: fångvård.}
}
@phdthesis{8ef63f47161fe5ae5c9ff94efdd6e36a_widholmtomas_2020,
title = {Läromedel i praktiken: Läromedelsbruk i religionskunskap på gymnasiet},
author = {Widholm, Tomas},
year = {2020},
doi = {10.3384/diss.diva-170047},
language = {swe},
publisher = {Linköping University Electronic Press},
keywords = {religious education; teaching materials; use of teaching materials; textbook; secondary school; teachers; frame factors; digital equipment; classroom observations; religionskunskap; religionsdidaktik; läromedel; läromedelsbruk; lärobok; gymnasieskolan; lärare; ramfaktorer; digitalisering; klassrumsforskning},
abstract = {Syftet med avhandlingen är att undersöka läromedelsbruk i religionskunskap på den svenska gymnasieskolan. Studien argumenterar för en vid förståelse av vad som kan betraktas vara läromedel.Resultaten visar att lärare använder en mångfald av läromedel. Förutom läroboken används olika typer av texter. Som en konsekvens av att både lärare och elever har egna datorer anslutna till internet används webbresurser i undervisningen. Dokumentärfilmer är den typ av film som används mest. Representanter från religiösa organisationer deltar vid vissa tillfällen i undervisningen. Den typ av läromedel som används mest är dock sådana som lärare producerar själva, exempelvis PowerPointpresentationer.I studien undersöks olika lektionsaktiviteter och resultaten visar en variation i läromedelsbruket beroende av ämnesinnehåll. Användning av representanter som fysiska personer eller personer som uppträder i läromedel är exempelvis utmärkande för undervisning om världsreligioner.Betydelsen av olika ramfaktorer har studerats. Tidsbrist innebär att lärare avstår från att visa spelfilm i sin helhet eller tidskrävande aktiviteter. Många av de läromedel som används medför inga direkta kostnader, vilket indikerar att betydelsen av begränsade ekonomiska resurser inte ska underskattas. Av allra störst betydelse är tillgången till digital utrustning, som möjliggör användning av stor mångfald av läromedel.Läromedel kan väljas för att möta negativa attityder bland elever till religionskunskap och för några lärare är det av stor betydelse. Hänsyn tas även till elevers problem med läsning och båda dessa faktorer styr bort från användning av läroboken.Resultaten visar även att lärares läromedelspreferenser har stor betydelse för läromedelsbruket. Även när lärare påverkas av liknande ramfaktorer och möter samma utmaningar, finns ett friutrymme att välja olika läromedel.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krnebrokatarina_2025_2,
title = {Vocational students’ citizenship education as a conditioned practice: school leaders’ and teachers’ perspectives of history, religious education, science studies, and social studies},
author = {Kärnebro, Katarina and Ledman, Kristina and Lindmark, Torbjörn and Knekta, Eva and Ottander, Christina},
year = {2025},
journal = {Nordic Journal of Vocational Education and Training},
volume = {4},
number = {14},
pages = {50--71},
doi = {10.3384/njvet.2242-458x.2414450},
language = {eng},
publisher = {: Linköping University Electronic Press},
keywords = {citizen formation; upper secondary school; vocational programmes; educational functions; frame factors; subjectification},
abstract = {Swedish vocational education and training programmes have become increasingly aligned with labour market demands and employability, with consequent risks of marginalisation of citizenship education and formation. Four subjects that have traditionally played important roles in this, history, religious education, science, and social studies, are now only taught in short courses that are minor elements of the programmes. To obtain insights into the teaching and learning conditions in these key subjects for citizenship formation in Swedish VET programmes, school leaders and teachers were interviewed. The analysis, informed by frame factory theory and Biesta’s conceptualisations of three functions of education, revealed clear differences in the school leaders’ and teachers’ views of the conditions. School leaders articulated problems related to internal frame factors, such as the teachers’ engagement and students’ attitudes to the subjects, while teachers referred to external frame factors, such as the organisation of teaching. However, when talking about the VET students and their learning, both school leaders and teachers expressed notions of the students as in need of qualification and socialisation, thereby focusing on preparation of the students for their future professional and civic roles, with little room for substantial subjectification.},
issn = {2242-458X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_knektaeva_2025,
title = {Not willing to participate in society? Vocational students’ perspectives on citizenship education},
author = {Knekta, Eva and Ottander, Christina and Kärnebro, Katarina and Ledman, Kristina and Lindmark, Torbjörn},
year = {2025},
journal = {Nordic Journal of Vocational Education and Training},
volume = {3},
number = {15},
pages = {55--81},
doi = {10.3384/njvet.2242-458x.2515355},
language = {eng},
publisher = {: Linköping University Electronic Press},
keywords = {citizenship education; civic engagement; student perspective; science education; social studies; religious education},
abstract = {Contrary to curricular objectives, vocational education and training programmes in Sweden and elsewhere do not appear to foster all students’ willingness and abilities to participate actively in society. Furthermore, previous research into students’ perspectives on such education is both limited and inconclusive. The aim of this study is to add to current knowledge about Swedish vocational students’ perspectives on education for active participation in society and their expectations of such participation in the future. The study was a part of a joint research and development project, focused on developing citizenship education in the subject areas of history, religious education, science studies, and social studies in Sweden. A questionnaire about the perceived importance of citizenship education and expected future participation in society was distributed to all students in grade three of all vocational programmes in one Swedish municipality (n = 140). Most participants favoured citizenship education, but their expectations of future participation in society varied substantially, depending on the activity in question. Differences in views between students on different vocational programmes were minor. The results are discussed in relation to established types of citizens and action (individual, collective, direct, and indirect).},
issn = {2242-458X}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_alkhateebjamalm_2022,
title = {The Impact of Autism Spectrum Disorder on Parents in Arab Countries: A Systematic Literature Review},
author = {Alkhateeb, Jamal M. and Hadidi, Muna S. and Mounzer, Wissam},
year = {2022},
journal = {Frontiers in Psychology},
number = {13},
pages = {13},
doi = {10.3389/fpsyg.2022.955442},
language = {eng},
publisher = {: Frontiers Media SA},
keywords = {autism spectrum disorder; arab countries; parents; caregivers; stress; burden; wellbeing; quality of life; specialpedagogik med inriktning mot utbildningsvetenskap; special education with a focus on educational science},
abstract = {Background: Having a child with autism spectrum disorder can have significant psychological effects on parents. This systematic review summarizes the current state of literature underscoring the impact of autism spectrum disorder (ASD) on parents in Arab countriesMethods: A systematic search of seven databases (PubMed, Scopus, ProQuest, Google Scholar, ERIC, Academic Search Complete, and PsycINFO) was performed, which identified 24 studies (20 quantitative studies and four qualitative studies) that included 3,299 parents or caregivers of children with ASD. These studies were conducted in 10 Arab countries (Saudi Arabia, Jordan, Egypt, Kuwait, Bahrain, Oman, Emirates, Palestine, Qatar, and Lebanon).Results: The majority of the included studies found that ASD has a significant negative impact on the mental health and wellbeing of Arab parents. It was found that parents of children with ASD have a poor quality of life (QoL) and an increased risk of psychological disorders. These findings were in contrast to findings of parents of typically developing children and children with other developmental disorders. Challenges faced by parents of children with ASD were associated with several child- and parent-related factors. The most common coping strategy used by parents was religious coping.Conclusion: The impact of ASD on parents has only recently gained traction among researchers in Arab countries. Despite several knowledge gaps, published studies have provided useful information outlining the impact of ASD on parents in some of these countries. Further research comprising larger random samples and using varied research and data-collection methods is required to understand the multifaceted challenges experienced by parents raising children with ASD in Arab countries.},
issn = {1664-1078}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_meijerjem_2023,
title = {The resilience of Jewish communities living in the diaspora: a scoping review},
author = {Meijer, J. E. M. and Machielse, A. and Smid, G. E. and Schats, W. and Jong, Miek C.},
year = {2023},
journal = {Frontiers in Psychology},
number = {14},
pages = {14},
doi = {10.3389/fpsyg.2023.1215404},
language = {eng},
publisher = {: Frontiers Media SA},
keywords = {adaption; adversity; community resilience; diaspora; jewish community; migration},
abstract = {Introduction: Throughout history, Jewish communities have been exposed to collectively experienced traumatic events. Little is known about the role that the community plays in the impact of these traumatic events on Jewish diaspora people. This scoping review aims to map the concepts of the resilience of Jewish communities in the diaspora and to identify factors that influence this resilience. Methods: We followed the Joanna Briggs Institute (JBI) methodology. Database searches yielded 2,564 articles. Sixteen met all inclusion criteria. The analysis was guided by eight review questions. Results: Community resilience of the Jewish diaspora was often described in terms of coping with disaster and struggling with acculturation. A clear definition of community resilience of the Jewish diaspora was lacking. Social and religious factors, strong organizations, education, and communication increased community resilience. Barriers to the resilience of Jewish communities in the diaspora included the interaction with the hosting country and other communities, characteristics of the community itself, and psychological and cultural issues. Discussion: Key gaps in the literature included the absence of quantitative measures of community resilience and the lack of descriptions of how community resilience affects individuals’ health-related quality of life. Future studies on the interaction between community resilience and health-related individual resilience are warranted. },
issn = {1664-1078}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grimelljan_2025,
title = {Preserving the human character in an inhuman situation: the contributions and meanings of military soul care in the Swedish armed forces},
author = {Grimell, Jan},
year = {2025},
journal = {Frontiers in Psychiatry},
number = {16},
pages = {16},
doi = {10.3389/fpsyt.2025.1693657},
language = {eng},
publisher = {: Frontiers Media S.A.},
keywords = {military chaplain; military soul care; spiritual care; existential; mental health; human character; moral injury},
abstract = {Military chaplains (MCs) are trained to address aspects of health beyond the remit of mental health professionals, namely the spiritual/religious and existential dimensions of service members’ mental health, within the biopsychosocial-spiritual (BPSS) model. Models of military spiritual care differ, and in Sweden this is termed Military Soul Care (militär själavård), regulated through the ACCES framework (Advisory role; Commander and Crisis support; Ceremonies; Education; Soul care conversations in absolute secrecy). The study aimed to explore the contribution and meaning that MCs attribute to Military Soul Care in the Armed Forces. A qualitative questionnaire was employed, extending earlier Swedish research while reaching broader scope and depth. Fifty MCs participated. Using an inductive approach, three overarching themes emerged: Preserving the human character in an inhuman situation, Sustaining ethical and moral dimensions and reflections in a military context and, Framing cultural coherence to assist meaning-making in a military context. While these findings resonate with the Swedish Armed Forces’ understanding and purpose of Military Soul Care, they highlight additional emphases that deepen the comprehension of its role. Recent research from the war in Ukraine underscores how sustaining the moral character of military personnel is vital, as the relentless brutality of war erodes the moral frameworks underpinning civilian identities and contexts of peace. This aligns closely with the concept of moral injury. Accordingly, the contribution and meaning of Military Soul Care should be recognized as extending far beyond a spiritual/religious function, constituting a holistic approach to mental health within the BPSS model. The Swedish model is existential rather than spiritual or religious, and inclusive rather than exclusive. As it is culturally embedded within specific Swedish traditions, frameworks, and understandings, it does not satisfactorily align with concepts such as ‘spiritual’ and ‘religious’. Future research is especially encouraged on sustaining the human character and advancing a culturally sensitive approach to military chaplaincy.},
issn = {1664-0640}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2016,
title = {Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education},
author = {Schumann, Claudia},
year = {2016},
journal = {Education Sciences},
volume = {1},
number = {6},
pages = {1},
doi = {10.3390/educsci6010010},
language = {eng},
publisher = {: MDPI AG},
keywords = {feminist epistemology; situated knowledge; objectivity; relativism; education},
abstract = {The paper discusses the place of feminist epistemology in philosophy of education. Against frequently raised criticisms, the paper argues that the issues raised by feminist standpoint theory lead neither to a reduction of questions of knowledge to questions of power or politics nor to the endorsement of relativism. Within the on-going discussion in feminist epistemology, we can find lines of argument which provide the grounds for a far more radical critique of the traditional, narrow notion of objectivity, revealing it as inherently flawed and inconsistent and allowing for the defense of a re-worked, broader, more accurate understanding of objectivity. This is also in the interest of developing a strong basis for a feminist critique of problematically biased and repressive epistemological practices which can further be extended to shed light on the way in which knowledge has become distorted through the repression of other non-dominant epistemic standpoints. Thus, requiring a thorough re-thinking of our conceptions of objectivity and rationality, feminist epistemologies need to be carefully considered in order to improve our understanding of what knowledge for a common world implies in the pluralistic and diverse societies of post-traditional modernity in the 21st century.},
issn = {2227-7102}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kittelmannflensnerkarin_2018_1,
title = {Secularized and Multi-Religious Classroom Practice-Discourses and Interactions},
author = {Kittelmann Flensner, Karin},
year = {2018},
journal = {Education Sciences},
volume = {3},
number = {8},
pages = {3},
doi = {10.3390/educsci8030116},
language = {eng},
publisher = {: MDPI AG},
keywords = {religious education; secularization; pluralism; non-confessional; classroom observation; ethnography; educational science},
abstract = {Secularization and diversity are two social features that characterize the contemporary world. The rhetoric of the public debate in a number of countries has become increasingly polarized and characterized by a we and them thinking that relates a national we to a specific religion. This occurs in part as a reaction to the changes in national monocultural paradigms as most communities today are characterized by pluralism regarding lifestyles, religion, language and geographical background. Thus, secularization processes are ongoing while many countries, not least Sweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are a mirror of the communities they are a part of. The aim of the article is to explore how secularization and increasing pluralism finds expression and interact in the classroom practice of Religious Education. The analysis is based on ethnographic data from classroom observations of Religious Education in four different Swedish upper secondary schools. The results indicate that secularism and non-religious positions are considered a neutral and objective position and that secularism is used as a way to maneuver diversity in the classroom which affects the possibilities of dialogue and understanding.},
issn = {2227-7102}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2019_6,
title = {Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden},
author = {Flensner, Karin K and Larsson, Göran and Säljö, Roger},
year = {2019},
journal = {Education sciences},
volume = {2},
number = {9},
pages = {2},
doi = {10.3390/educsci9020080},
language = {eng},
publisher = {: MDPI AG},
keywords = {theater; pedagogics; global conflicts; migration; islam; racism; islamophobia},
abstract = {In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee},
issn = {2227-7102}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kuusistoarniika_2019,
title = {Why Teach about Religions? Perspectives from Finnish Professionals},
author = {Kuusisto, Arniika and Gearon, Liam},
year = {2019},
journal = {Religions},
volume = {6},
number = {10},
pages = {6},
doi = {10.3390/rel10060347},
language = {eng},
publisher = {: MDPI AG},
keywords = {professionals; religion; education; aims; literacy; finland},
abstract = {Acknowledging recent research literature on professionalism and religious education across Europe, the article examines the scholars’ and senior professionals’ views on the curricula aims and objectives in religious education in Finland. Through asking the professionals’ views on the aims of RE in relation to supporting of child’s growth and development on one hand and the societal aims of RE on the other, the findings were thematically classified into the following categories. Firstly, the aims regarding the supporting of child’s growth and development were focused on literacy on religions and worldviews, increasing the understanding on oneself and others, personal growth, and the skills for global citizenship. From the societal perspective, RE was seen important for supporting the understanding as literacy, understanding as empathy, and competences for global citizenship. Finally, as regards the educational model of teaching about religions, these professionals held somewhat varied views. Some favoured an RE model based on teaching groups reflecting children’s own worldview affiliations, others supported whole-class instruction, and still others a hybrid model combining elements of both. However, the way in which the instruction is implemented and the position from which religions are examined in education were perceived to be in a key role in this, whatever the formal structures for instruction.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_luodeslampijuha_2019,
title = {Four Religious Education Teachers: Four Retrospective Career Trajectories},
author = {Luodeslampi, Juha and Kuusisto, Arniika and Kallioniemi, Arto},
year = {2019},
journal = {Religions},
volume = {8},
number = {10},
pages = {8},
doi = {10.3390/rel10080474},
language = {eng},
publisher = {: MDPI AG},
keywords = {religious education; teacher; career trajectory; life history; narrative},
abstract = {This article examines the career paths of Finnish Religious Education (RE) teachers who were born in the 1930s, through a retrospective, self-autobiographical life history approach. The material reported here is a part of wider data of mainly written narratives (N = 62) from RE teachers who recount their career trajectories. In these career-focused life histories, the teachers outline their own professionalism as embedded in changing sociohistorical contexts, where to a great extent they tell about the active development of the school and the teaching of their particular subject to answer to the changing needs and challenges. Some teachers have, along with their teaching, also been actively involved in different communities or associations. Many of the Religious Education teachers here reflect on their career paths in relation to their profession as a teacher and often also with double qualifications as pastor trained theologians. At times, this constructs a possibility for tension between the roles of a teacher and that of a pastor, and in the perceptions of RE as a school subject and as something preached in the pulpit-some see their professionalism above all in relation to their religious life. This also includes a notable gender divide in the data, as at the time when these teachers gained their professional qualifications, it was only possible for men to be ordained in the Finnish Lutheran Church. Succeeding this, the male teachers in these data commonly have pastorhood as their first profession. For the purpose of this article, the career accounts of four teachers have been selected for further analysis, as they were perceived as telling examples of the wider material in terms of more or less typical career paths.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_cetreznvera_2020,
title = {A Comparative Survey Study on Meaning-Making Coping among Cancer Patients in Turkey},
author = {Cetrez, Önver A. and Ahmadi, Fereshteh and Erbil, Pelin},
year = {2020},
journal = {Religions},
volume = {6},
number = {11},
pages = {6},
doi = {10.3390/rel11060284},
language = {eng},
publisher = {: MDPI},
keywords = {meaning-making; religious and spiritual coping; culture; cancer patients; turkey},
abstract = {(1) Background: The role of culture in secular, spiritual, and religious coping methods is important, but needs more attention in research. The aim has been to (1) investigate the meaning-making coping methods among cancer patients in Turkey and (2) whether there were differences in two separate samples (compared to Study 2, Study 1 had a younger age group, was more educated, and grew up in a big city), (3) paying specific attention to gender, age, education, and area of residence. (2) Methods: Quantitative study using a convenience sampling in two time periods, Study 1 (n= 94) and Study 2 (n= 57). (3) Results: In Study 2, there is a significant increase in several religious and spiritual coping strategies. Additionally, there is a positive correlation between being a woman and using more religious or spiritual coping strategies. Secular meaning-making coping strategies also increase significantly in Study 2. The results confirmed the hypotheses for gender, educational, and age differences in seeking support from religious leaders. The results also confirmed the hypotheses for gender and educational level in a punishing God reappraisal and demonic reappraisal. (4) Conclusions: As Turkey is a country at the junction of strong religiosity and deep-rooted secularism, dividing up the meaning-making coping methods into the religious and spiritual, on one hand, and the secular, on the other, reveals interesting results.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2020,
title = {Teaching controversial issues in diverse religious education classrooms},
author = {Flensner, Karin K},
year = {2020},
journal = {Religions},
volume = {9},
number = {11},
pages = {9},
doi = {10.3390/rel11090465},
language = {eng},
publisher = {: MDPI AG},
abstract = {In educational contexts, certain issues are perceived as controversial, since they reflect conflicts of interest and reveal divergent views. This is especially evident in debates related to religion in societies regarding themselves as secular but whose population is multi-religious. The aim of this article is to analyse how some issues that are considered controversial in the public debate are represented in the teaching of non-denominational and integrative Religious Education in a Swedish multicultural classroom practice, where the majority of students have a Muslim cultural background. The ethnographic empirical material consists of classroom observations of Religious Education lessons in upper secondary school. The analysis is based on the debate about how controversial issues ought to be taughtâas empirically or politically open/settled or in a directive/non-directive way. The results indicate that a number of issuesâdivergent interpretations of religious narratives and religiously motivated rules, holidays, views of forgiveness, the IsraeliâPalestinian conflict and abortionâwere regarded as open political issues in classroom practice and these were taught in an open, non-directive way. Issues represented as settled were value-oriented issues related to female genital mutilation, forced marriage and child marriage and gender equality. The arguments supporting these values were mainly rooted in religion. © 2020 by the author. Licensee MDPI, Basel, Switzerland.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2020_1,
title = {Funded Research in Relation to Curriculum Development - Tendencies in Religious Education in Sweden 2001 - 2019.},
author = {Osbeck, Christina and Franck, Olof},
year = {2020},
journal = {Religions},
volume = {10},
number = {11},
pages = {10},
doi = {10.3390/rel11100521},
language = {eng},
publisher = {: MDPI AG},
keywords = {religious education; research; curriculum},
abstract = {In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ledstammaria_2020,
title = {Negotiating Purity and Impurity of Religion and Economy: An Empirical Contribution to Kathryn Tanner’s Christianity and the New Spirit of Capitalism},
author = {Ledstam, Maria and Afdal, Geir},
year = {2020},
journal = {Religions},
volume = {11},
number = {11},
pages = {588--588},
doi = {10.3390/rel11110588},
language = {eng},
publisher = {: MDPI AG},
keywords = {kathryn tanner; bruno latour; empirical theology; business as mission; economy of communion},
abstract = {Kathryn Tanner’s book Christianity and the new Spirit of Capitalism generated an interesting debate about the relationship between Christianity and capitalism, as exemplified by the four review essays—by David Cloutier, Nicole M. Flores, Philip Goodchild, and John E. Thiel, respectively—published in Modern Theology in 2019. While the responses contain many interesting critical points, this article focuses on two particular trajectories in the debate that indirectly demand an empirical engagement with Tanner’s work. One strand of criticism charges that Tanner offers too generic examples of the economic reality that she examines, while her description of Christianity is too specific without being contextualized. The second strand argues that Tanner makes a dichotomy between a religious project and an economic project, which leads to the construction of a “pure” Christian conduct. This article continues this debate by fleshing out the issues of purity and impurity through an empirical study of two Christian networks, the Economy of Communion and Business as Mission. Using Bruno Latour’s account of modernization, the main finding is that the two logics, purity and impurity, continually configure the relationship between religion and economy. We further discuss these findings in relation to Tanner and her critics, and argue that theological ethical studies of the relationship between Christianity and economy would benefit from starting with empirical studies of the actual intertwining of religion and economy. Tanner convincingly argues that in order to challenge capitalism one has to work for structural, political changes and not only improve conditions within the economic system. However, this does not necessarily imply the use of pure and abstract normative principles. Normative ethical insights that are developed through analyses of everyday religious–economic practices may turn out to be as convincing.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_raiviomagdalena_2023_2,
title = {Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy},
author = {Raivio, Magdalena and Skaremyr, Ellinor and Kuusisto, Arniika},
year = {2023},
journal = {Religions},
volume = {9},
number = {14},
pages = {9},
doi = {10.3390/rel14091194},
language = {eng},
publisher = {: MDPI},
keywords = {higher education; preschool teacher education; religion; worldviews; religion and worldview literacy; social sustainability; policy; religious studies and theology; teacher education and education work},
abstract = {The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_mowei_2024,
title = {Accommodation Strategies in Education: Exploring Jesuit Textbook Publication in Modern Shanghai},
author = {Mo, Wei},
year = {2024},
journal = {Religions},
volume = {4},
number = {15},
pages = {4},
doi = {10.3390/rel15040385},
language = {eng},
publisher = {: MDPI},
keywords = {the restored jesuits; t`ou-sè-wè press; textbook publication; the jesuit accommodation policy; modern shanghai},
abstract = {This study examines the Jesuits’ significant contributions to China’s modernization through their involvement in textbook publication. It analyzes a recently discovered historical Catalogus of 1934 written in Latin to uncover insights. Specifically, it explores how the Jesuit T`ou-sè-wè Press in Shanghai responded to changes in education, society, and the interplay of religious and political forces. By investigating the Jesuits’ strategic adaptations in their educational and cultural pursuits, revised compilation and publishing methods, and proactive engagement with the dynamic environment, this study aims to provide a deeper understanding of their approach. Additionally, it investigates the nuanced accommodation strategies employed by the T`ou-sè-wè Press to navigate the complex challenges of the era.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_dahlmanbritt_2025,
title = {John Cassian, Rhetoric and Education: Reading the Conferences as Elaborated Chreias},
author = {Dahlman, Britt},
year = {2025},
journal = {Religions},
volume = {12},
number = {16},
pages = {14--14},
doi = {10.3390/rel16121574},
language = {eng},
publisher = {: MDPI AG},
abstract = {John Cassian’s writings reveal an extensive education. In his works, he reflects on his own education, such as a case of mnemotechnical distraction, and also provides education for his readers. But it is also clear that he employs his own rhetorical education by using conscious rhetorical strategies. This third aspect is the focus of this article. In Late Antique higher education, the chreia was one of the basic rhetorical progymnasmata exercises. It could be elaborated through the so-called ergasia exercise. By providing examples from the first conference, it is shown how Cassian employs elaborated chreias presenting his own patterns of ergasia elements. In connection with this, Cassian’s view on the origin of thoughts as drawn from Origen and Evagrius is discussed. Reading model texts, especially the Bible, is seen as a transformative practice that shapes the reader’s heart. Though Cassian rejects classical content, replacing it with spiritual writings, he retains classical form. As a collection of Christian chreic texts, the Conferences could have functioned as model texts for monks and monastic students wanting not only to read, but also to compose their own monastic texts according to the rhetorical structures taught in traditional schools of rhetoric. Cassian thus emerges as a new kind of monastic rhetorician.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_niemipiamaria_2018,
title = {How and Why Education Counters Ideological Extremism in Finland},
author = {Niemi, Pia-Maria and Benjamin, Saija and Kuusisto, Arniika and Gearon, Liam},
year = {2018},
journal = {Religions},
volume = {12},
number = {9},
pages = {12},
doi = {10.3390/rel9120420},
language = {eng},
publisher = {: MDPI AG},
keywords = {religion; security; nationalism; political violence; child and youth studies with focus on educational science; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap},
abstract = {The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.},
issn = {2077-1444}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_crespolopesjuliana_2023,
title = {Young People Developing Their Identity Perception and Values: How Can School Support Such a Process by Bringing in Controversial Issues?},
author = {Crespo Lopes, Juliana and Liljefors Persson, Bodil},
year = {2023},
journal = {Societies},
volume = {12},
number = {13},
pages = {260--260},
doi = {10.3390/soc13120260},
language = {eng},
publisher = {: MDPI},
keywords = {controversial issues; identity; nordic countries; values; young people},
abstract = {This article draws upon group conversations with young people (11–19 years old) from Europe, focusing on the Nordic countries. The participants’ identity perception showed more aspects as the deliberative, non-structured conversations advanced. From initially showing limited aspects of identity as being related to geographical and temporal aspects, a broader comprehension of identities as constructed, multiple, and at times subject to negotiation and change came to the fore during the discussions. Examples given showed an awareness that people, such as older relatives, develop diverse ways of thinking and acting due to historical and cultural contexts. Understanding that there is an intersection between psychosocial, post-structural, and sociocultural explanations for how identity formation progresses, we propose pedagogical actions working with controversial issues and values, raising critical consciousness of the context. During the conversations, a majority expressed that controversial issues were not something they dealt with at school. By working with controversial issues, the content of conflicts is made visible, and the possibility for students to recognize and respect each other’s diverse identities and perceptions increases. The goal of bringing controversial issues into education and conducting good discussions in the classroom is to help students develop and assess their opinions, gain an increased understanding, and consider new perspectives on various issues.},
issn = {2075-4698}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssonklas_2023,
title = {Powerful Knowledge and the 2017 Swedish National Test in Religious Education},
author = {Andersson, Klas and Börjesson, Mattias and Larsson, Kristoffer},
year = {2023},
journal = {Social Sciences},
volume = {10},
number = {12},
pages = {10},
doi = {10.3390/socsci12100533},
language = {eng},
publisher = {: MDPI AG},
keywords = {powerful knowledge; national test religion; religious education},
abstract = {In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework.},
issn = {2076-0760}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thalnpeder_2023,
title = {Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’},
author = {Thalén, Peder},
year = {2023},
journal = {Social Sciences},
volume = {10},
number = {12},
pages = {573--573},
doi = {10.3390/socsci12100573},
language = {eng},
publisher = {: MDPI},
keywords = {non-confessional religious education; powerful knowledge; critical religion; innovative learning; innovativt lärande},
abstract = {The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up and deepened this criticism, as expressed in Mitsutoshi Horii’s book ‘Religion’ and ‘Secular’ Categories in Sociology: Decolonizing the Modern Myth (2021). Based on a critical processing of Horii’s application to sociology, the aim of this article is to discuss the challenges for non-confessional religious education (RE) that the ongoing dismantling of this binary division entails. In particular, it looks at how a non-confessional RE could be designed that transcends the binary division and how powerful knowledge could be understood in a non-binary context. },
issn = {2076-0760}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljaannika_2023_2,
title = {Important Perspectives and Concepts to Teach in Ethics Education},
author = {Lilja, Annika},
year = {2023},
journal = {Social Sciences-Basel},
volume = {10},
number = {12},
pages = {10},
doi = {10.3390/socsci12100582},
language = {eng},
publisher = {: MDPI AG},
keywords = {ethics education; teachers' perspectives; powerful knowledge; knowledge; social sciences - other topics},
abstract = {In the field of ethics, which is a part of the subject religious education (RE) in Sweden, there is still insufficient research related to powerful knowledge. The aim of this article is to contribute knowledge to the field by examining what teachers see as important perspectives and concepts in ethics education. To fulfil this aim, eight teachers in Swedish compulsory schools have been interviewed about central perspectives and concepts related to their teaching in ethics. The results show that the interviewed teachers emphasize three perspectives which concern: (1) society locally and globally, (2) different ethical dilemmas and (3) the students' experiences in school and at home. The teachers also believe that certain concepts are needed for students to understand what a democratic society means, to succeed in subsequent stages of education and to understand their own lives. The teachers' descriptions of what they view as important perspectives and concepts relate to knowledge that has power and potential for social justice. They want to prepare and engage their students in relation to questions that they may face both now and in their futures.},
issn = {2076-0760}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2023_14,
title = {Powerful Knowledge as a Conceptual Frame for Teaching Controversial Issues in Ethics and Values Education in Social Studies Subjects},
author = {Franck, Olof},
year = {2023},
journal = {Social Sciences},
volume = {11},
number = {12},
pages = {11},
doi = {10.3390/socsci12110619},
language = {eng},
publisher = {: MDPI AG},
keywords = {powerful knowledge; ethics education; controversial questions},
abstract = {Much has recently been written about how teaching on “controversial issues” may be designed and developed in accordance with various pedagogical and didactic guidelines and based on a democratic ethos. In this article, I develop an analysis of the theoretical prerequisites for a tenable and solid teaching on controversial ethical issues in social-studies subjects. With reference to Diana Hess’s research, which identifies four pedagogical strategies in teaching on controversial issues in a general sense, I critically examine how these strategies can be conceived in a context where ethics and values education are taught in school. I make a claim for the importance of exploring an ethical meta-language for the establishment of a theoretical framework, defined with regard to the concept of powerful knowledge, where teachers may find support for teaching on controversial ethical issues. This claim is supported by a critical discussion of Michael Hand’s well-known defence of the “epistemic criterion”.},
issn = {2076-0760}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_liljeforsperssonbodil_2023_1,
title = {Powerful Knowledge in Religious Education—Questions of Epistemology and Subject Literacy in Democratic and Inclusive Educational Contexts},
author = {Liljefors Persson, Bodil},
year = {2023},
journal = {Social Sciences},
volume = {12},
number = {12},
pages = {12},
doi = {10.3390/socsci12120642},
language = {eng},
publisher = {: MDPI},
keywords = {powerful knowledge; religious education; subject literacy; teacher training; compulsory school; existential questions; controversial issues},
abstract = {In this article, the focus is to grasp ongoing discussions regarding powerful knowledgein relation to social sciences in a broader sense, but especially in relation to religious education.Discussions around norms and values are central in classrooms where both multireligiousness andsecularity characterize students’ everyday life and where students constantly move between differentmulticultural contexts. It is the aim of this contribution to explore the ongoing discussions relatingpowerful knowledge in RE to existential questions and controversial issues. One way for teachers towork with these goals is to focus partly on subject literacy and on powerful knowledge in relationto inclusive teaching, and partly on subject content where core value issues are expressed togetherwith existential and controversial questions. This will be discussed and explored in this contributionfocusing on powerful knowledge and epistemology in social science, and especially in the schoolsubject of religious education.},
issn = {2076-0760}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothklas_2017,
title = {A cosmopolitan design of teacher education and a progressive orientation towards the highest good},
author = {Roth, Klas},
year = {2017},
journal = {Ethics & Global Politics},
volume = {4},
number = {5},
pages = {259--279},
doi = {10.3402/egp.v5i4.20297},
language = {eng},
publisher = {: Informa UK Limited},
keywords = {autonomy; immanuel kant; cosmopolitanism; cosmopolitan education; examples; freedom; teacher education; the highest good},
abstract = {In this paper I discuss a Kantian conception of cosmopolitan education. It suggests that we pursue the highest good - an object of morality - in the world together, and requires that we acknowledge the value of freedom, render ourselves both efficacious and autonomous in practice, cultivate our judgment, and unselfishly co-operate in the co-ordination and fulfilment of our morally permissible ends. Now, such an accomplishment is one of the most difficult challenges, and may not be achieved in our time, if ever. In the first part of the paper I show that we, according to Kant, have to interact with each other, and comply with the moral law in the quest of general happiness, not merely personal happiness. In the second part, I argue that a cosmopolitan design of teacher education in Kantian terms can establish moral character, even though good moral character is ultimately the outcome of free choice. Such a design can do so by optimizing the freedom of those concerned to set and pursue their morally permissible ends, and to cultivate their judgment through the use of examples. This requires, inter alia, that they be enabled, and take responsibility, to think for themselves, in the position of everyone else, and consistently; and to strengthen their virtue or self-mastery to comply, in practice, with the moral law.},
issn = {1654-4951}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ridersharon_2016,
title = {Science and Speed Addiction: The Scholar’s Vocation in the Age of Efficiency},
author = {Rider, Sharon},
year = {2016},
journal = {Nordic Journal of Studies in Educational Policy},
volume = {2},
number = {2016},
pages = {3},
doi = {10.3402/nstep.v2.33725},
language = {eng},
publisher = {: CoAction Publishing},
keywords = {efficiency; faculty higher education; policy; research; science; values},
abstract = {This article examines the consequences of a set of unexamined assumptions related to instrumentalism as a fundamental presupposition in higher education and research policy. In particular, the idea of ‘efficiency’ as an ultimate value is contrasted with the idea of guiding principles with regard to the inner organisation of science, scholarship and teaching at the tertiary level. It is argued that the indispensable criterion for any sort of serious research or solid educational program is that the time required for thinking through a problem cannot be compromised without therewith compromising the very idea of science. At the same time, contemporary innovation and educational policy necessarily treat time as a cost to be reduced. Accommodation to external pressures to increase efficiency on the part of faculty, however, began already with the emergence of the modern European research university two centuries ago, as a response to market and bureaucratic exigencies. Thus, it is instructive to see how ideas such as that of faculty self-governance and the autonomy of science were deployed as a way of negotiating a path for the continued existence of the university under such conditions. The article concludes with a reflection on the future of the contemporary multiversity inspired by Kant's famous defence of the idea of a free faculty of ‘pure’ science.},
issn = {2002-0317}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sumpterlovisa_2023,
title = {Ethics as part of mathematical reasoning in sharing},
author = {Sumpter, Lovisa and Sumpter, David J. T.},
year = {2023},
journal = {Prometeica},
volume = {27},
pages = {649--657},
doi = {10.34024/prometeica.2023.27.15360},
language = {eng},
publisher = {: Universidade Federal de Sao Paulo},
keywords = {mathematical reasoning; sharing},
abstract = {There is a greater need in today's society, to understand and critically discuss how the limited resources of our planet are allocated. Often, mathematical models are used in connection with resource allocation problems, and a common view is that mathematics in itself is neutral. In this article, we challenge this view of mathematics as a neutral practice through an analysis of possible solutions to a sharing task. The tasks come from a research project aiming to study how mathematics can support ethical reasoning and ethical arguments can support different mathematical solutions when sharing a resource. In ethical reasoning, three components are addressed: Information, Coherence, and Engagement. We show that ethical reasoning is part of mathematical reasoning in all the solutions to the task, independent of whether the dividend is treated as indivisible or divisible.},
issn = {1852-9488}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_trhlerdaniel_2023,
title = {Giving Language to Taboos: Nation and Religion in Modern Educational Reasoning},
author = {Tröhler, Daniel},
year = {2023},
journal = {Nordic Journal of Educational History},
volume = {2},
number = {10},
pages = {21--36},
doi = {10.36368/njedh.v10i2.478},
language = {eng},
publisher = {Umeå : Umeå University Library},
keywords = {nation; taboos; history of collective education; educational thinking},
abstract = {Like all taboos, nation and religion are so powerful precisely because they are often not brought to language. Educators around the world see themselves as secular, not religious, and rational, not national, and they develop their elegant, moral, and bland arguments precisely on this premise. This is, of course, capable of gaining majority support because it keeps the sociological machinery of educational thinking stably alive, but epistemologically it is unsatisfactory. Educational reasoning is sometimes as elegant as the freestyle of a virtuoso ice skater, sometimes as captivating as a rhetorically gifted village preacher, sometimes as clumsy as a plow horse that thinks it is a dressage horse. Some are the stars in the arena of academic education, others the moralizers, and others the bland extras. This rather simple sociology of educational reasoning emphasizes the different roles that Academics occupy in what Fleck called a “thought collective,” but it obscures that “thought collectives” share common “thought styles” in which, often carefully administered by national professional associations, truth is produced. In education, these “thought collectives” have historically been shaped by two fundamental elements. They are veritable taboo subjects, which are presupposed but hardly ever reflected upon, namely religion and nation.},
issn = {2001-7766}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_volckmarnina_2023,
title = {Education, Nation-State Formation and Religion: Comparing Ireland and Norway},
author = {Volckmar, Nina},
year = {2023},
journal = {Nordic Journal of Educational History},
volume = {2},
number = {10},
pages = {133--156},
doi = {10.36368/njedh.v10i2.484},
language = {eng},
publisher = {Umeå : Umeå University Library},
keywords = {primary education; nation; religion; secularisation; comparative history},
abstract = {This article compares the development of primary education in Ireland and Norway, from its establishment in the nineteenth century until present time. The aim of the article is to discuss how and to what degree nation-state formation after independence in Ireland (1922) and Norway (1905) created fundamental and persistent structures for the development of primary schooling, as well as the role that religion and nation-building played in this. Previous research on the development of Irish and Norwegian schooling and official documents and reports makes up the research material. The article demonstrates that, despite institutional secularisation around the world from the nineteenth century onwards, religious and national peculiarities in the establishment of primary education in Ireland and Norway continue to characterise, and to some extent explain, the differences in Irish and Norwegian education today.},
issn = {2001-7766}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_krnebrokatarina_2025_3,
title = {"life" and democratisation in the Swedish welfare state school: experimental research projects on children’s "life questions" in religious education, late 1960s to early 1990s},
author = {Kärnebro, Katarina and Buchardt, Mette},
year = {2025},
journal = {Nordic Journal of Educational History},
volume = {1},
number = {12},
pages = {65--90},
doi = {10.36368/njedh.v12i1.1066},
language = {eng},
publisher = {: Umeå University},
keywords = {existential questions; secularisation; recontextualisation; school reforms; individualisation},
abstract = {"Life questions" (livsfrågor) was inserted in religious education in the Swedish curriculum for comprehensive school in 1969. This was in line with the democratisation aspirations of one school for all, in which both modernisation and secularisation were important aspects. In relation to this, the National Board of Education commissioned a large experimental research project on teaching methodology in religious education that was later followed by a series of projects focusing on children’s life questions. This article explores the history of three of these projects and their knowledge production and discusses how the recontextualisation of religious education and the pedagogic interest in life questions related to school reforms during 1960–1990s. Life questions as a student-centred pedagogical model had its peak in the 1980s but lost its central role in the new prescriptive model of knowledge that was launched in the curriculum of 1994. Life questions aspired to the ambitions of democratisation through individualisation and can be seen as a continuation of earlier school reforms aiming at the individualisation of religious practice.},
issn = {2001-7766}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2018_10,
title = {Viktor Aldrin Skolavslutningar i kyrkan och spelet om religion i svensk skola},
author = {Franck, Olof},
year = {2018},
journal = {Nordic Journal of Educational History},
volume = {1},
number = {5},
pages = {1},
doi = {10.36368/njedh.v5i1.112},
language = {eng},
publisher = {Umeå : Umeå University Library},
keywords = {skolavslutningar skola- kyrka i relation konfessionalitet - icke konfessionalitet sekularisering},
issn = {2001-7766}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2015_5,
title = {Memory and Heritage in History Education and in Religious Education: A Cross-disciplinary Investigation into Social Sciences and Humanities Education},
author = {Skeie, Geir},
year = {2015},
journal = {History, Remembrance and Religious Education},
pages = {305--320},
doi = {10.3726/978-3-0353-0681-1/27},
language = {eng},
publisher = {Oxford : Peter Lang Publishing Group},
keywords = {educational science; pedagogik med inriktning mot utbildningsvetenskap}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2018_2,
title = {Human Dignity and Human Rights: A Plea for Their Place and Importance in Values Education},
author = {Sporre, Karin},
year = {2018},
journal = {Values, Human Rights and Religious Education},
pages = {257--273},
doi = {10.3726/b14257},
language = {eng},
publisher = {Oxford : Peter Lang Publishing Group},
keywords = {human dignity; human rights; values education; harald ofstad; seyla benhabib},
abstract = {The two, similar but distinct, discourses of human dignity and human rights as well as relationships between them are at the centre of this book chapter. The work of moral philosopher Harald Ofstad is used to develop a secular minimalist understanding of human dignity. Additionally, the work of Seyla Benhabib gives an entry to the field of human rights where national understandings of citizenship are problematized in favour of a cosmopolitan perspective. This addresses contemporary challenges in a number of countries where migration raises issues of xenophobia and racism, and a conscious values education of equality seems to be essential. Brief examples of the implementation of discourses of human rights and human dignity from the constitution of South Africa and recent curricula from South Africa and Namibia are introduced. The aim of the chapter is to point to the necessity of conscious reflection on human dignity and human rights as crucial elements of education.The volume, the chapter is published in, brings together international researchers addressing the three areas of values education, religious education and human rights education. }
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brauerrene_2024,
title = {Conflation between ‘public good’ and ‘greater good’ in the context of research impact},
author = {Brauer, Rene and Dymitrow, Mirek},
year = {2024},
journal = {Philosophy and Theory in Higher Education},
volume = {3},
number = {6},
pages = {377--404},
doi = {10.3726/PTIHE.032024.0377},
language = {eng},
publisher = {New York : Peter Lang Publishing Group},
keywords = {research impact; post-truth; academic freedom; higher education; trust in science; practical philosophy; pedagogics and educational sciences; pedagogik och utbildningsvetenskap; kultursociologi; cultural sociology},
abstract = {This study sets out to conceptually distinguish between ‘public’ and ‘greater good’ in respect to research impact claims. We argue that the former is a category reflective of genuine benefit for the wider public, while the latter merely represents a rhetorical category to pursue the ends of a select few. Methodologically, we showcase that only within the actual research conduct is it possible to distinguish between these two categories. Likewise, without acknowledging methodological limitations, researchers may contribute to post-truth predicaments in the sense that the interaction ritual chains they are using constitute a mere rhetorical flourish rather than a rigorous argument for genuine benefit. We conclude with an appeal to future scrutiny for how researchers can retain their integrity in this new research impact discourse. We argue that an uncritical use of impact arguments may undermine the very social fabric that makes scientific pursuits possible.},
issn = {2578-5753}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_blomdahlmikael_2021,
title = {The Short Stint of a Coordinator: National Security Adviser H. R. McMaster in the Trump Administration},
author = {Blomdahl, Mikael},
year = {2021},
journal = {European Journal of American Studies},
volume = {2},
number = {16},
pages = {2},
doi = {10.4000/ejas.17099},
language = {eng},
publisher = {: OpenEdition},
keywords = {national security adviser; h.m. mcmaster; the trump administration; the inter-agency process; afghanistan; iran},
abstract = {This article examines the role of former National Security Adviser H. R. McMaster in the Trump administration. The article discusses four major roles performed by the APNSA - administrator, coordinator, counselor, agent - and asserts that McMaster served as a coordinator that failed to achieve a close relationship with the president. Probing the role and performance of President Trump's second APNSA underscores both the significance of a partly influential APNSA and apparent constraints in relation to what a president with a unconventional management style allowed him to do. Examining the importance of presidential management style on the role, power and influence of the APNSA will further our understanding of how, when, and under what conditions national security-level leaders make decisions.},
issn = {1991-9336}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_pealozagonzalo_2015,
title = {Nihil obstat. Las ciencias naturales escolares y lafabricación del ciudadano católico en Colombia},
author = {Peñaloza, Gonzalo and Valero, Paola},
year = {2015},
journal = {Educação Unisinos},
volume = {1},
number = {20},
pages = {3--13},
doi = {10.4013/edu.2016.201.01},
language = {spa},
publisher = {: UNISINOS - Universidade do Vale do Rio Dos Sinos},
keywords = {teología natural; manuales escolares; ciencias naturales escolares; ciudadano católico; educación en colombia; naturvetenskapsämnenas didaktik; science education},
abstract = {Los lenguajes educativos modernos transformaron las normas de razón de la religiónen discursos pedagógicos para la escuela. Por tanto, la formación del ciudadano moderno nofue solo fruto de la inserción de la racionalidad científica en la escuela, sino de una hibridaciónde lo científico y lo religioso en los discursos educativos. A partir de una lectura interpretativa ycrítica de manuales escolares de biología publicados en Colombia desde finales del siglo XIX hastamediados del siglo XX, y con base en una visión de los manuales escolares como tecnologías degobierno, mostramos que el enfoque adaptado en los manuales estuvo signado por la teologíanatural que fue parte de una tecnología discursiva desplegada para hibridar la ciencia y lacosmovisión católica. Concluimos que las ciencias naturales en el currículo trajeron consigo másque ciencia pura, sino que fueron parte del proceso de la fabricación de un ciudadano católico.},
issn = {1519-387X}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_scheiterkatharina_2009,
title = {Theoretical and Methodological Aspects of Learning with Visualizations},
author = {Scheiter, Katharina and Wiebe, Eric and Holsanova, Jana},
year = {2009},
journal = {Cognitive effects of multimedia learning},
pages = {67--88},
doi = {10.4018/978-1-60566-158-2.ch005},
language = {eng},
publisher = {Hershey : IGI Global},
abstract = {Multimedia environments consist of verbal and visual representations that, if appropriately processed, allow for the construction of an integrated mental model of the content. Whereas much is known on how students learn from verbal representations, there are fewer insights regarding the processing of visual information, alone or in conjunction with text. The chapter uses a semiotics approach to provide a definition of visualizations as a specific form of external representation, then discusses the differences between verbal and visual representations in how they represent information, and finally how meaning is achieved when learning with them. The next section discusses basic perceptual and cognitive processes relevant to learning with visualizations. This background is used to specify the instructional functions that visualizations have either as self-contained instructional messages or as text adjuncts. Moreover, the role of individual differences in processing visualizations is highlighted. The chapter ends with methodological suggestions concerning the important role of interdisciplinary research and assessment methods in this area.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kanmaxim_2024,
title = {Religion and contraceptive use in Kazakhstan: A study of mediating mechanisms},
author = {Kan, Maxim},
year = {2024},
journal = {Demographic Research},
number = {50},
pages = {50},
doi = {10.4054/DemRes.2024.50.21},
language = {eng},
abstract = {BACKGROUND Since the collapse of the Soviet Union, religiosity has resurged in post-Soviet Kazakhstan. However, since the late 1990s, research on religion's impact on contraceptive use and differences between religious groups has been lacking. Islam and Christianity align with the major ethnicities, Kazakhs and Russians, and show variation in fertility and demographic transition stages.OBJECTIVE This study aims to explore contraceptive use variation among religious affiliations and to understand the underlying mechanisms.METHODS Using Kazakhstan's 2020 Generations and Gender Survey, this research employs causal mediation analysis and linear probability models.RESULTS The findings indicate lower contraceptive use among Muslims than Christians. Religiosity and desired children partially explain these differences. Notably, religious affiliation does not mediate through education, employment, or self-assessed wealth, suggesting other contextual factors are at play.CONCLUSIONS Current theories inadequately explain diverse family planning patterns within one nation. Further investigation is needed to rectify misconceptions about contraceptive permissibility and encourage sexual education in order to overcome cultural taboos around reproductive health.},
issn = {1435-9871}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sporrekarin_2020_2,
title = {Ethics in compulsory education – Human dignity, rights and social justice in five contexts},
author = {Sporre, Karin},
year = {2020},
journal = {HTS Teologiese Studies/Theological Studies},
volume = {1},
number = {76},
pages = {1},
doi = {10.4102/hts.v76i1.5821},
language = {eng},
publisher = {Cape Town : AOSIS},
keywords = {intersectionality; social justice; gender equality; sustainability; ethics education; ethical competence; intersektionalitet; social rättvisa; jämställdhet; hållbarhet; etikundervisning; etisk kompetens},
abstract = {What children learn through their ethics and values education in school is of crucial societal relevance and is directed by school curricula. As curricula vary between countries, an international comparison is of interest. The aim of this study was to compare curricula to reveal variations in how matters of social justice were described in curricular texts, with a special focus on class, gender and race. Curricula from five different contexts were compared: Namibia; South Africa; California State, United states of America; Province of Québec, Canada; and Sweden. This provided the study, originating in Sweden, with crucial comparative material from outside Europe. The studied curricula were systematically searched for the importance and significance of the terms 'poverty/ poor', 'gender', 'equity', 'equality', 'justice', 'race', 'racism', 'human dignity/rights', 'equal value' and Ubuntu. Methodologically, this represented a qualitative content analysis approach with a research interest in intersectionality, that is, in how matters of class, gender and race intersect. The study showed considerable variation between the curricular formulations from the five contexts. For example, texts from California and Québec emphasised equality as a general matter and less as one of intersectionality, compared to Namibia and South Africa as well as Sweden. In general, human rights were emphasised, but human dignity less so. For future curricular development towards education as a global common good, matters of social justice, including sustainability, need critical monitoring. The aspects of intersectionality such as class, gender and race are thus crucial, as is the inclusion of an integrated, participatory view on students’ ethical competence.},
issn = {0259-9422}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_runemarkbrydstenjohan_2020,
title = {Contextualising religious education - Different understandings of teaching in Sami confirmation courses},
author = {Runemark Brydsten, Johan},
year = {2020},
journal = {HTS Teologiese Studies/Theological Studies},
volume = {1},
number = {76},
pages = {1},
doi = {10.4102/hts.v76i1.5827},
language = {eng},
publisher = {: AOSIS},
keywords = {christian confirmation; sami people; the church of sweden; religious education; indigenous education; contextual theology},
abstract = {For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts. Their views are supported by various steering documents, but the wording of these documents leaves room for differing interpretations, which has resulted in multiple understandings of what concrete adjustments should be implemented in the teaching.The overarching aim of this article is to analyse the differing views of how to adapt the teaching in Sami confirmation courses so as to better fit the Sami contexts. In particular, I examine whether these different views can be traced to differing understandings of what contextualising Religious Education entails.Ten interviews with people involved in teaching or organising the courses were analysed, along with archival material, using qualitative content analysis and theories regarding contextual theology, religious education and indigenous education.To capture these different theoretical perspectives, I suggest the concept of contextualised religious education and three central analytical questions: (1) ‘who is the teacher?’, (2) ‘how is the teaching organised?’ and (3) ‘what is the content of the teaching?’My in-depth analysis of the interviews and archival material, the sorting of the different views voiced in this material (based on the three questions above), together with inspiration from models of contextual theology, resulted in three new categories: dialogical contextual religious education, context-driven contextual religious education and faith-driven contextual religious education.},
issn = {0259-9422}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2020_9,
title = {Critical dimensions of ethical competence in intercultural religious education: An analysis with special regard to three Scandinavian curricular arenas},
author = {Franck, Olof},
year = {2020},
journal = {HTS Teologiese Studies/Theological Studies},
volume = {1},
number = {76},
pages = {1},
doi = {10.4102/hts.v76i1.5829},
language = {eng},
publisher = {: AOSIS},
keywords = {ethical competence; intercultural religious education; nordic syllabuses; non-confessional teaching on ethics; rest´s four-component model of morality},
abstract = {The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education (RE). One example is Robert Jackson’s report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as ‘ethical competence’ appear to be central. In this article, the interpretive approach, strongly connected with Jackson, is considered to be in need of a development of a theoretical framing of forceful strategies for handling ethical challenges taking place in multicultural, multireligious and multi-confessional classrooms. It is argued that such strategies will depend on a careful analysis of the concept of ethical competence. A theoretical platform for the argument is presented with reference to James Rest’s analysis of ethical competence, which is shown to be relevant to an examination of how the concept of ethical competence can contribute to the development of strategies for teaching intercultural RE. As a basis for this examination, the Danish, Finnish and Norwegian syllabuses for compulsory school RE are analysed regarding how they express conceptions of ethical competence. This selection shaped the curricular arena of the investigation as being non-confessional, whilst simultaneously, more or less explicitly, resting on a shared historical Protestant anchorage. This twofold interpretation is shown to allow for an analysis of ethical competence, in relation to which an identification of certain prerequisites for developing strategies for teaching intercultural RE is possible.},
issn = {0259-9422}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_osbeckchristina_2020_2,
title = {Powerful knowledge? A multidimensional ethical competence through a multitude of narratives},
author = {Osbeck, Christina},
year = {2020},
journal = {Hts Teologiese Studies-Theological Studies},
volume = {1},
number = {76},
pages = {1},
doi = {10.4102/hts.v76i1.5830},
language = {eng},
publisher = {: AOSIS},
keywords = {moral; competence; powerful knowledge; fictions; education; religion},
abstract = {High-quality education has been considered important for social justice, although what good education means is contested. A project aimed at identifying varieties of conceptions of ethical competence (EthiCo) was presented as well as another that focused on a fiction-based approach to ethics education (EE). A multidimensional ethical competence mediated through a multitude of narratives was shown as a strong contribution to EE. The aim was to discuss as to what extent such a multidimensional ethical competence mediated through a multitude of narratives could be understood as powerful knowledge. Sweden, where national tests lately have been understood as a tool to increase achievements, but where an unclear understanding of desired knowledge in EE exists, was the setting. Methodologically, the article drew on Michael Young's definition of powerful knowledge, a hermeneutic meta-study on the findings of EthiCo concerning conceptions of ethical competence, as well as Mark Tappan's sociocultural perspective on moral development. These perspectives were brought together to discuss powerful knowledge in EE as a contribution to education for social justice. Whether a multidimensional ethical competence mediated through a multitude of narratives could be understood as powerful knowledge was shown to be dependent on the definition. Whilst Young's powerful knowledge is restricted to an academic language, Tappan stresses vernacular language as characteristic for a functional moral discourse. One conclusion was the centrality of fiction in EE for the development of moral discourses that transcend reality and shape 'knowledge of possibilities' - powerful in the shaping of societal justice.},
issn = {0259-9422}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_johnia_2011,
title = {Acceptance of screening for Intimate Partner Violence, actual screening and satisfaction with care amongst female clients visiting a health facility in Kano, Nigeria},
author = {John, IA and Lawoko, S and Oluwatosin, A},
year = {2011},
journal = {AFRICAN JOURNAL OF PRIMARY HEALTH CARE AND FAMILY MEDICINE},
volume = {1},
number = {3},
pages = {1},
doi = {10.4102/phcfm.v3i1.174},
language = {eng},
publisher = {: AOSIS},
abstract = {Healthcare providers have advocated for the screening and management of Intimate Partner Violence (IPV) against women and its consequences. Unfortunately, data from high income countries suggest that women may have varied preferences for being screened for IPV in healthcare. Although women's preference for screening in sub-Saharan countries has not been well researched, IPV remains an accepted societal norm in many of these countries, including Nigeria. The objective of the study was to assess women's acceptance of screening for IPV in healthcare, the extent to which inquiry about IPV was carried out in healthcare and whether such inquiry impacted on satisfaction with care. Data on these variables were gathered through structured interviews from a sample of 507 women at a regional hospital in Kano, Nigeria. The study design was cross-sectional. The results found acceptance for screening in the sample to be high (76%), but few women (7%) had actually been probed about violence in their contact with care providers. Acceptance for screening was associated with being married and being employed. Actual screening was associated with ethnicity and religion, where ethnic and religious majorities were more likely to be screened. Finally, being screened for IPV seemed to improve satisfaction with care. The findings demonstrate the need for adaptation of a screening protocol that is also sensitive to detect IPV amongst all ethnic and religious groups. The findings also have implications for further education of socio-economically disadvantaged women on the benefits of screening.},
issn = {2071-2928}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_cowmankrista_2014,
title = {Introduction},
author = {Cowman, Krista and Koefoed, Nina Javette and Karlsson Sjögren, Åsa},
year = {2014},
journal = {Gender in urban Europe},
pages = {1--11},
doi = {10.4324/9780203709306},
language = {eng},
publisher = {New York : Routledge},
abstract = {Modern conceptions of citizenship are frequently associated with the emergence of nation states. From the mid-eighteenth-century onwards government, politics, welfare provision and particularly the military were centralised, encouraging a sense of cohesive national identity. This was strengthened through a growing personification of the nation and developed and reinforced through increasing use of cultural items such as symbols, most notably in the French example of Marianne, that aimed to shift public allegiance from the figure of the monarch to the more abstract concept of the nation. Indeed, in many parts of Europe throughout the twentieth-century, nationality became the basis on which citizenship was awarded to—or withheld from—those inhabiting the boundaries of a nation state. Yet the shift away from locally-defined citizenship comprising a reciprocal relationship of rights, duties and responsibilities passing between a city-state and its inhabitants to a new identity of citizenship that focussed on the nation was not a clear linear progression. Throughout the period covered by this volume, citizenship continued to be practised at a local level. An on-going growth in urban populations prompted an associated rise in the power and complexity of local government, making towns and cities a central site for the privileges and demands of modern citizenship. This also had important implications for how citizenship was gendered. Charles Tilly’s contention that the shift to national citizenship created a ‘sturdilyconstructed gender barrier’ that would take feminists ‘more than a century’ to dismantle appears overly pessimistic when viewed from the perspective of the local. Whilst citizenship as defined at a national level was restricted to men for much of this period, local citizenship did not follow the same pattern. As growing populations demanded more from their localities in terms of support and infrastructures, local government expanded and began to acquire the historic responsibilities of religious, philanthropic and charitable bodies such as poor relief, health and education. The administration associated with this shift from private philanthropy to elected public boards or corporations enabled the urban middle-classes to develop models of active citizenship, independent of but connected to those operating at a national level. Women’s involvement in these new elected bodies, which chronologically came later than men’s, was frequently invoked in support of arguments for a re-gendering of national citizenship.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_odenstedtanders_2021,
title = {Gadamer's Critique of Historicism},
author = {Odenstedt, Anders},
year = {2021},
journal = {The Gadamerian Mind},
pages = {387--399},
doi = {10.4324/9780429202544-35},
language = {eng},
publisher = {London : Taylor & Francis},
keywords = {education},
abstract = {Gadamer describes the science of history that emerged in the nineteenth century as involving a disinterested approach that does not concern itself with the truth value of the claims of the past and so deals with them as mere expressions of their respective historical contexts. According to Gadamer, this regrettably neglects their potential to instruct. Gadamer criticizes “historicism” (Historismus) and argues that it favors such a disinterested approach to history more generally. In this paper an attempt is made to understand some aspects of this critique.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2021_3,
title = {Democratic Education on Religion and Ethics in Islamic Religious Education Contexts},
author = {Franck, Olof},
year = {2021},
journal = {Islamic Religious Education in Europe. A Comparative Study. Franken, L. & Gent, B. (eds)},
pages = {264--267},
doi = {10.4324/9780429331039-19},
language = {eng},
publisher = {New York : Routledge},
abstract = {This chapter elaborates on the prerequisites for carrying out critical analyses of religious ethical claims within education about Islam. The discourse highlighted is non-confessional RE, where religions are studied with the aim that students may develop knowledge about beliefs, ethics, and life-views, without an intention to decide which truth claims or ethical claims could be justified. Argumentation is encouraged in non-confessional RE, but with an aim of offering students a reflective platform for being more literate about the religions highlighted, rather than declaring an authoritative conclusion on which of them could be judged “more/less true” or “more/less reasonable”. This is the essence of intercultural, democratic RE. The discussion is developed with reference to issues regarding, for example, pluralistic conceptions of Islam, democratic ideals and praxis in Islam, and a democratic right for students to be intellectually challenged.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bergmannsigurd_2020,
title = {Doing situated theology: Introductory remarks about the history, method, and diversity of contextual theology},
author = {Bergmann, Sigurd and Vähäkangas, Mika},
year = {2020},
journal = {Contextual Theology},
pages = {1--14},
doi = {10.4324/9780429348006-1},
language = {eng},
publisher = {London : Routledge},
abstract = {The notion of “contextual theology” has a long history, beginning with its gradual introduction in the “Fund for Theological Education”. Theology takes place as doing theology within contexts. A significant criterion for differentiating between, for example, contextual and constructive theology seems to lie in the valuation of how suffering, violence, and the struggle for social and environmental justice affects the interpretation of God’s work. The chapter also presents an overview on the key concepts discussed in this book. The book argues that neo-Pentecostal notions of authority represent social, economic, political, and cultural contextual forces. It uses the theories of political theorist Chantal Mouffe and the contextual theologies of Marion Grau and Joerg Rieger to probe theologically into the context of this postcolonial and economic Icelandic existential crisis. The book focuses on the notion of “Anthropocene”, which implies a shift from the Holocene to a new epoch in the earth’s history.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2018_6,
title = {Islamic Education in Europe: An Opportunity for Equal Rights or a Way to Control Islam?},
author = {Berglund, Jenny},
year = {2018},
journal = {Public Theology, Religious Diversity, and Interreligious Learning},
pages = {158--170},
doi = {10.4324/9780429506390-14},
language = {eng},
publisher = {New York : Routledge},
keywords = {islamic education; religious education; minority; islam; subject learning and teaching; ämnesdidaktik},
abstract = {Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. }
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2022_6,
title = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
year = {2022},
doi = {10.4324/9781003017783},
language = {eng},
publisher = {Routledge},
keywords = {religion; early childhood; early years international and comparative education; multicultural education; childhood education; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science},
abstract = {Understanding the place of religion in Early Childhood Education and Care is of critical importance for the development of cultural literacy and plays a key role in societal coherence and inclusion. This international handbook provides a comprehensive overview of the place of religion in the societal educational arenas of the very youngest children across the globe. Drawing together contributions from leading international experts across disciplinary backgrounds, it offers a critical view of how to approach the complexities around the place of religion in Early Childhood Education and Care.Through its four parts, the book examines the theoretical, methodological, policy and practice perspectives and explores the complex intersections of transmission of "cultural heritage" and "national values" with the diverse, changing societal contexts. Each chapter contributes to an increased understanding of how the place of religion in Early Childhood Education and Care can be understood across continents, countries and educational systems.The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care is an essential resource for academics, researchers, students and practitioners working in Early Childhood Education, Sociology of Childhood, Religious Education and other related fields}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_franckolof_2022_3,
title = {Learning in Non-denominational Post-secular Teaching on Religions for Young Children: Challenges and Possibilities},
author = {Franck, Olof},
year = {2022},
journal = {A. Kuusisto (ed.) The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {329--342},
doi = {10.4324/9781003017783-25},
language = {eng},
publisher = {London : Routledge},
keywords = {religious education early education and care post-secular teaching on religions non-denominational re dimensions of learning},
abstract = {Teaching on religions is, in some European countries, conceived as non-denominational. Such a conception raises important issues, not least with reference to the prefix ‘non’. Exactly what does this seemingly insignificant three-letter combination refer to? An examination of how non-denominational teaching for young children is described in relevant policy documents in the Swedish discourse is carried out. Some interpretive issues are raised, and some challenges are discussed with reference to various practice-orientated dimensions. A theoretical framework for the analysis is presented with regard to Grimmitt’s well-known approach to religious education in terms of ‘learning about’, ‘learning from’, and ‘learning in’ religion. Some philosophical approaches to the concepts of ‘meaning’ and ‘truth’ in religious contexts are noticed and discussed with reference to pre-schoolers’ prerequisites and possibilities to highlight religions and religious traditions in their teaching. The main question of the analysis concerns the possibility of developing a democratic, objective teaching about religious and ethical beliefs and practices, without making the meaning of existential and ethical anchoring invisible.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ristiniemijari_2022,
title = {The interaction of religion and culture as a basis for religious education in early childhood education: An integrative/integral approach},
author = {Ristiniemi, Jari},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {34--46},
doi = {10.4324/9781003017783-3},
language = {eng},
publisher = {London : Routledge},
keywords = {innovative learning; innovativt lärande},
abstract = {The chapter outlines interaction between religion and culture. An integrative and integral approach is presented in an attempt to show how historical phenomena, such as cultural forms, patterns of understanding, societal changes and technology, contribute to human self-understanding and the interpretation of religion. How culture shapes self-understanding and religion is discussed in terms of coordinates like centre and periphery and individual and collective. An alternative to an anthropocentric understanding of values is presented in which each thing has its own value. The plural theory of values is combined with a holistic, new materiality perspective. This perspective sees the spirit/matter unity, or the potentiality in the materiality of things, and the sensing body as essential to religious education in early childhood education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliam_2022,
title = {The re-imagined other: Postcolonial perspectives on the place of religion in Early Childhood Education},
author = {Gearon, Liam and Kuusisto, Arniika},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {19--33},
doi = {10.4324/9781003017783-3},
language = {eng},
publisher = {London : Routledge},
keywords = {barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science},
abstract = {One significant dimension of postcolonial theory is the critical, often politically charged relationship between culture and its representation. Postcolonial theory examines such relationships of culture and power in an era after the formal endings of Empire(s). Religion and education both serve here as all important purveyors of cultural constructions of the power relations between peoples, most critically of all between the colonised and former colonial powers. For many working in postcolonial theory today, the legacy of colonialism is still apparent in systems of both religion and education. Gearon has extensively the crucial idea that political domination is dependent upon the creation of a culturally imagined ‘other’. An essentially colonial notion of ‘otherness’, we suggest, remains ingrained within the language of early childhood education care, as much in all phases of education. Re-imagining the religious other, this chapter provides a new reading of postcolonial theory for the context of religion and its place in early childhood education and care.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_niemikristian_2022_1,
title = {The place of religion in early childhood education in India},
author = {Niemi, Kristian},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {401--412},
doi = {10.4324/9781003017783-35},
language = {eng},
publisher = {London : Routledge},
keywords = {religious education; preschool; india; religious studies and theology; subject-specific education; ämnesdidaktik; education},
abstract = {Traditionally, children in India are given a rather free upbringing until they start school. It is the duty of a parent or guardian to provide education opportunities for children from the age of 6–14. However, many schools do offer care for younger children, in the form of ‘nursery’. In the Indian context, religion is a phenomenon which is expressed in abundance and great variety in society overall, yet is also handled with some caution. The Indian constitution defines the country as firmly secular. This principle has been of utmost importance, to safeguard the co-existence of the plurality of groups found throughout the country. Yet ‘secular’ must be understood in its context, as the Indian understanding is different from the rigid form expressed, for instance, by French laïcité. Crucially, Indian secularism does not entail separation from religion, but equal respect paid to different religions. This open and inclusive form of secularism is not uncontested, and recent developments include increasing influence from hindutva, a form of Hindu nationalism, which is also reflected in education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hellmananette_2022,
title = {Ideal Caring Bodies : On the Intersections between Religion and Gender in ECEC},
author = {Hellman, Anette},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {72--82},
doi = {10.4324/9781003017783-6},
language = {und},
publisher = {London : Routledge},
keywords = {ecec; religion; gender; intersectionality},
abstract = {Researchers within the field of intersectionality have stressed the importance for researchers to recognize and analyse power structures that might be less visible. I will argue that religion needs to be further understood and analysed as previous research on religion in ECEC so far has been quite marginalized or understood as aspects of diversity, multicultural education or as aspects of national tradition. At the same time, norms, values, and traditions in ECEC practice and in national policy documents have integrated Lutheran Christianity; even if the state is secular, religious events are understood as cultural heritage and national traditions rather than religion. I will further argue that intersectional analysis within the field of religion is needed. As I will exemplify in this chapter, this is especially true in terms of intersections between gender, care, and religion in ECEC. The aim of the chapter is to highlight theoretical and conceptual issues related to intersectional understandings of gender and religion in societal ECEC. I will do so by giving some examples from Swedish ECEC, where actions performed by people from other religions than the Lutheran Christianity are understood as ‘religion’ and – as in the case with women performing Islam using a dress code with/without a face covering vale – as ‘too much religion’ in need of a ban.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bergdahllovisa_2022,
title = {Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools},
author = {Bergdahl, Lovisa},
year = {2022},
journal = {The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care},
pages = {61--71},
doi = {10.4324/9781003017783-6},
language = {eng},
publisher = {London : Routledge},
abstract = {This chapter seeks to respond to the following question: What pedagogical form can make it possible to acknowledge religious content matter schools and preschools without compromising the non-confessional demands of the curriculum? To respond to this question, the chapter introduces two theoretical tools. The first is the idea of migrating meanings and its implications for understanding the character and function of religious traditions and rituals more generally, an idea inspired by political theorist William Cavanaugh’s idea of religious change. The second is the gesture of pedagogical profanation as it has been articulated by philosophers of education Jan Masschelein and Maarten Simons. With the help of these two theoretical tools, the argument is made that (a) there are no neutral nor unchanging traditions but both their form and content change and “migrate” over time (Cavanaugh) and that (b) religious traditions can be passed on to the next generation in schools and preschools through the gesture of profanation and in the specific form of study (Masschelein and Simons). The overall purpose is to seek out an approach through which teachers and educators can respond educationally to acknowledging religious content matter in schools and preschools beyond the religious/secular divide.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_hallbergandreas_2023,
title = {Standard language ideology and prescriptivism in the Arabic-speaking world},
author = {Hallberg, Andreas},
year = {2023},
journal = {The Routledge Handbook of Linguistic Prescriptivism / edited ByJoan C. Beal, Morana Lukač, Robin Straaijer},
pages = {287--303},
doi = {10.4324/9781003095125-20},
language = {eng},
publisher = {Abingdon, Oxon; New York, NY : Routledge},
abstract = {Arabic standard language ideology and prescriptivism differs from that found in many other modern languages in being conditioned by diglossia and the significant historical distance from its codification. The Arabic standard variety, seen as essential to nationalist and religious identities, is often portrayed as being under existential threat by non-standard varieties, and the correctness of linguistic forms is evaluated on the basis of sources from the classical period, often in disregard of contemporary usage. The dominant conservative Arabic language ideology and its associated prescriptivism has considerable effects, most importantly on education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gonalvesdesousaricardo_2023,
title = {Gender and sexuality in Brazilian early childhood education},
author = {Gonçalves de Sousa, Ricardo and Aparecida da Silva Nogueira, Natania},
year = {2023},
journal = {Gendered and Sexual Norms in Global South Early Childhood Education},
pages = {67--83},
doi = {10.4324/9781003211600-5},
language = {eng},
publisher = {UK : Routledge},
keywords = {education; genusvetenskap},
abstract = {In Brazil, debates about the inclusion of gender and sexuality in early childhood education is fraught with tension. The debates are set against the pro feminist movements that support the inclusion of discussion on gender and sexuality in Brazillian early childhood education; and the rise of conservative groups who reject such discussion as unwarranted, using religious and cultural norms to prevent more progressive ways in which to consider ECE. In this chapter we present findings from a qualitative study based on empirical data from semi-structured interviews with 36 Brazilian ECE teachers. The findings concern interviewee teachers’ perceptions of gender and sexuality in ECE and the impact on their pedagogical work. The findings indicate that cultural beliefs, a lack of national educational policies and support for the inclusion of discussion on gender and sexuality in ECE have effects on how teachers challenge and support the conservative agenda.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gardelliviktor_2022_1,
title = {Philosophy for/with children, Teacher training, and Value transmission: Contradictions, problems and a solution},
author = {Gardelli, Viktor},
year = {2022},
journal = {Philosophy with Children and Teacher Education},
pages = {14--22},
doi = {10.4324/9781003212737-4},
language = {eng},
publisher = {London : Routledge},
keywords = {philosophy of education; philosophy with children; teacher education; dialogue; education; critical thinking; filosofi med barn; lärarutbildning; värdegrund; dialog; utbildningsfilosof; kritiskt tänkande},
abstract = {Some educational systems include a value transmission approach to moral education, which includes an aim to foster pupils into accepting a predetermined set of core values. Lipman, on the other hand, described P4C as an educational program which deals with the fostering of procedural values, but not substantive moral values (Lipman et al., 1980). This poses a problem for including a Philosophy for/with children approach into teacher education, since teacher students might find it difficult to fulfill both of these conflicting aims simultaneously.In this chapter, it is argued that Philosophy for/with children is indeed incompatible with value transmission. But, instead of rejecting Philosophy for/with children in teacher education, it is argued that there is a way of approaching moral education that is superior to value transmission, namely a dialogic approach under which Philosophy for/with children is not only possible, but a strong candidate for a reasonable way to treat moral matters in school. Hence, a potential obstacle for including Philosophy for/with children in teacher education is removed, and a strong argument for its inclusion is provided.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_gearonliam_2023,
title = {Religion and Worldviews in Education: The Subterranean Territory},
author = {Gearon, Liam and Kuusisto, Arniika and Poulter, Saila and Toom, Auli and Ubani, Martin},
year = {2023},
journal = {Religion and Worldviews in Education},
pages = {1--13},
doi = {10.4324/9781003265696-1},
language = {eng},
publisher = {London and New York : Routledge},
abstract = {The meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. Over only the past few decades, there have been major developments in national and international educational and social policy. Religion in education has taken on an ever-intensifying multiplicity of cultural, social and political agendas. Religions and worldviews in education, in their epistemological orientations, are similarly, and ambiguously, positioned, rooted in a philosophy, and the humanities, religious and worldviews education are permeated, too, with numerous theoretical and methodological orientations from the social and psychological sciences. This chapter shows that class teachers do not perceive learning about one's own religion as a purpose of religious education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_poultersaila_2023,
title = {“And our little ones shall dwell”: Is there space for religion in Finnish early childhood education and care?},
author = {Poulter, Saila and Kuusisto, Arniika},
year = {2023},
journal = {Religion and worldviews in education},
pages = {149--163},
doi = {10.4324/9781003265696-13},
language = {eng},
publisher = {London : Routledge},
keywords = {worldview; religion; education; children; early childhood education and care; barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap; child and youth studies with focus on educational science},
abstract = {In this chapter, we explore the meanings, metaphors and material dimensions of space linked to education concerning religions and worldviews in societal Early Childhood Education and Care (henceforth ECEC) in Finland. We argue that learning related to the concept of space is a pedagogical opportunity to make religion understood by young children in increasingly secular societal educational contexts. In exploring the concept of the view of the child, we discuss performativity in religious education and sacred spaces as rich educational environments as they offer a platform for experiential learning in a holistic sense. In the concluding part of the chapter, we discuss the challenges of professionalism that educators face in developing inclusive and sustainable ‘space-thinking’ in religious and worldview education.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ubanimartin_2023,
title = {Watershed Revisited},
author = {Ubani, Martin and Toom, Auli and Poulter, Saila and Kuusisto, Arniika and Gearon, Liam},
year = {2023},
journal = {Religion and Worldviews in Education},
pages = {236--240},
doi = {10.4324/9781003265696-20},
language = {eng},
publisher = {London and New York : Routledge},
abstract = {The 2000s has been marked by increased instability and change in societies and life circumstances across the globe, with amplified awareness of the mutual, in their complexities wicked and persistent problems. On a global scale, educational contexts are becoming increasingly pluralistic. In educational policy documents and literature, education is often depicted as the principal answer to the many societal challenges such as radicalisation and other challenges in the conditions of life. Education in religion and worldviews is an integral dimension of education, but sometimes it's also the ‘forgotten’ one. Religion and worldviews are among the watersheds in education today. Education for the better today and tomorrow should be the priority of any society perceiving itself as civilised and humane.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_cronqvistmarita_2023,
title = {Ethical responsibility in the struggle between the public and the private space: Challenges and possibilities in teacher education during the pandemic},
author = {Cronqvist, Marita},
year = {2023},
journal = {Practising Compassion in Higher Education: Caring for Self and Others through Challenging Times},
pages = {148--158},
doi = {10.4324/9781003315797-12},
language = {eng},
publisher = {London : Taylor & Francis},
abstract = {During the pandemic, online teaching has been imposed and affected the relation between educators and preservice teachers. Suddenly, as an educator, you are in their private sphere and the previous clear boundaries between the private and the public as well as professional are loosened, for better or worse. In teacher education, preservice teachers’ lived experiences, their life worlds, can both be an asset and involve difficulties in the development of the professional role. Educators need to support preservice teachers in understanding their life worlds to become aware of their values and possibilities to express them in teaching. In this chapter, the aim is to discuss how educators can continue to develop reflective learning environments in an ethically responsible manner in the light of conditions formed during the pandemic. In the quest to become role models for future students, which means courage to enter the personal field, preservice teachers need to feel safe and confident in their reflective learning. © 2023 selection and editorial matter, Narelle Lemon, Heidi Harju-Luukkainen, and Susanne Garvis; individual chapters, the contributors. All rights reserved.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2024,
title = {Keeping the Balance: Reflections on Religion Education in Upper Secondary School in Sweden},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2024},
journal = {Ancient And Indigenous Wisdom Traditions In African And Euro-Asian Contexts},
pages = {199--219},
doi = {10.4324/9781003482307},
language = {eng},
publisher = {New York : Routledge},
keywords = {utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {This chapter originates from the educational reform of Swedish upper secondary school in 2011, where the focus for religious studies education changed from being based on different religious perspectives, various existential questions, and pupil-initiated questions to an emphasis based on a scientific-rational content, with an exceptional position for Christianity in relation to other world religions. The aim of the chapter is twofold. The first purpose is to clarify the subject scientific approach and its exceptional position for Christianity in relation to other world religions mean for the socializing dimension in upper secondary education. The second purpose is to illuminate how teachers in religion education studies respond to and handle existential and pupil-related questions that emerge during the lessons. Given both the historical study on the purpose of religious study education and the interview study focusing on a common educational dilemma, the objective perspective, based only on facts, risks losing its relevance for the pupils if the teacher does not nuance the images of different beliefs and their forms of expression and considers a student-oriented perspective. Hence the teacher must keep the balance between what they must do and what they want to do to fulfill their assignment in situ.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2024_1,
title = {Keeping the Balance: Reflections on Religion Education in Upper Secondary School in Sweden},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2024},
journal = {Ancient and Indigenous Wisdom Traditions in African and Euro-Asian Contexts},
doi = {10.4324/9781003482307-8},
language = {eng},
publisher = {New York : Routledge},
abstract = {This chapter originates from the educational reform of Swedish upper secondary school in 2011, where the focus for religious studies education changed from being based on different religious perspectives, various existential questions, and pupil-initiated questions to an emphasis based on a scientific-rational content, with an exceptional position for Christianity in relation to other world religions. The aim of the chapter is twofold. The first purpose is to clarify the subject scientific approach and its exceptional position for Christianity in relation to other world religions mean for the socializing dimension in upper secondary education. The second purpose is to illuminate how teachers in religion education studies respond to and handle existential and pupil-related questions that emerge during the lessons. Given both the historical study on the purpose of religious study education and the interview study focusing on a common educational dilemma, the objective perspective, based only on facts, risks losing its relevance for the pupils if the teacher does not nuance the images of different beliefs and their forms of expression and considers a student-oriented perspective. Hence the teacher must keep the balance between what they must do and what they want to do to fulfill their assignment in situ. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2023_1,
title = {A lot is at stake: Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe},
author = {Vikdahl, Linda},
year = {2023},
journal = {Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe},
pages = {80--100},
doi = {10.4324/9781032685120-5},
language = {eng},
publisher = {London : Routledge},
keywords = {dialog; religion education; religious education; safe space; östersjö- och östeuropaforskning; baltic and east european studies; utbildningsvetenskapliga studier; studies in the educational sciences},
abstract = {This article reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vikdahllinda_2024_1,
title = {Possibilities and limitations of religion-related dialog in schools: Conclusion and discussion of findings from the ReDi project},
author = {Vikdahl, Linda and Skeie, Geir},
year = {2024},
journal = {Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe},
pages = {114--129},
doi = {10.4324/9781032685120-7},
language = {eng},
publisher = {London : Routledge},
keywords = {dialogue; religion; worldview; education; conflict; comparative; context; utbildningsvetenskapliga studier; studies in the educational sciences; historical studies; historiska studier},
abstract = {This article links together the findings of the case studies reported in this special issue and reflects upon the possibilities and limitations of religion-related dialog in school education at a more systematic level. It also discusses the findings of the case studies in relation to other research and suggests some ideas for further investigation.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_magrinijames_2017,
title = {Heidegger on Literature, Poetry, and Education after the “Turn”: At the Limits of Metaphysics},
author = {Magrini, James and Schwieler, Elias},
year = {2017},
doi = {10.4324/9781315296531},
language = {eng},
publisher = {Routledge},
abstract = {Offering new and original readings of literature, poetry, and education as interpreted through the conceptual lens of Heidegger’s later philosophy of the "Turn", this book helps readers understand Heidegger’s later thought and presents new takes on how to engage the themes that emerged from his later writing. Suggesting novel ways to consider Heidegger’s ideas on literature, poetry, and education, Magrini and Schwieler provide a deep understanding of the "Turn," a topic not often explored in contemporary Heideggerian scholarship. Their inter- and extra-disciplinary postmodern approaches offer a nuanced examination, taking into account Heidegger’s controversial place in history, and filling a gap in educational research.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_toddsharon_2015,
title = {Toward an imperfect education: Facing humanity, rethinking cosmopolitanism},
author = {Todd, Sharon},
year = {2015},
doi = {10.4324/9781315631509},
language = {eng},
publisher = {Taylor and Francis},
abstract = {The theory of cosmopolitanism is built on a paradoxical commitment to a universal idea of humanity and to a respect for human pluralism. Toward an Imperfect Education critiques the assumed "goodness" of humans that underwrites the idea of humanity and explores how antagonistic human interactions such as conflict, violence, and suffering are a fundamental aspect of life in a pluralistic world. This book proposes that the inescapable difference between humans compels our ethical and political observations in education. Todd persuasively argues that facing humanity in all its complexity and imperfection ought to be a central element of the cosmopolitan project to create a more just and humane education. Informed primarily by poststructural philosophy and feminist theory, she focuses on how sexual, cultural, and religious difference intersect with universal claims made in the name of humanity. Individual chapters develop a novel framework for dealing with antagonism in relation to human rights, democracy, citizenship, and cross-cultural understanding. © 2009, Taylor & Francis. All rights reserved.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_2019_5,
title = {Equine Cultures in Transition: Ethical Questions},
year = {2019},
doi = {10.4324/9781351002479},
language = {eng},
publisher = {Routledge}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_bornemarkjonna_2019,
title = {Introduction: Subjectivity and ethical questions in an equestrian world in transformation},
author = {Bornemark, Jonna},
year = {2019},
journal = {Equine Cultures in Transition},
pages = {1--13},
doi = {10.4324/9781351002479-1},
language = {eng},
publisher = {London : Routledge}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_ekstrmvonessenulla_2019,
title = {Between behaviourism, posthumanism, and animal rights theory: Negative and positive reinforcement in liberty dressage},
author = {Ekström von Essen, Ulla and Bornemark, Jonna},
year = {2019},
journal = {Equine Cultures in Transition},
pages = {97--114},
doi = {10.4324/9781351002479-8},
language = {eng},
publisher = {London : Routledge}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_espinozanicolas_2008_2,
title = {Incommensurability: the failure to compare risks},
author = {Espinoza, Nicolas},
year = {2008},
journal = {The ethics of technological Risk},
pages = {128--143},
doi = {10.4324/9781849772990},
language = {eng},
publisher = {London : Earthscan / James & James},
abstract = {'A comprehensive and important collection that includes essays by some of the leading figures in the field. ...Essential reading for anyone interested in risk assessment.' Professor Kristin Shrader-Frechette, University of Notre Dame 'The editors are to be congratulated for bringing together a distinguished international group of theorists to reflect on the issues. This volume will be sure to raise the level of debate while at the same time showing the importance of philosophical reflection in approaches to the problems of the age.' Professor Jonathan Wolff, University College London This volume brings together top authors from the fields of risk, philosophy, social sciences and psychology to address the issue of how we should decide how far technological risks are morally acceptable or not. The underlying principles are examined, along with methodological challenges, public involvement and instruments for democratization. A strong theoretical basis is complemented by a range of case studies from some of the most contentious areas, including medical ethics and GM crops. This book is a vital new resource for researchers, students and anyone concerned that traditional approaches to risk management don't adequately address ethical considerations.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sellbjerstefan_2023,
title = {Inconsistencies and Values as Signs of Paradigmatic Change: Researchers' Language in Research Articles on Feedback},
author = {Sellbjer, Stefan},
year = {2023},
journal = {Qualitative Report},
volume = {5},
number = {28},
pages = {1535--1547},
doi = {10.46743/2160-3715/2023.3587},
language = {eng},
publisher = {: Nova Southeastern University},
keywords = {paradigm; transfer; constructivism; feedback; theory of science; concept analysis; pedagogics and educational sciences; pedagogik och utbildningsvetenskap},
abstract = {The aim is to contribute to scientific research development in the field of feedback. More specifically, the purpose is to illustrate how researchers, even though they are devoted to the constructivist model, still use expressions with their roots in the transfer model, and to demonstrate researchers' use of value statements in favor of the constructivist model thus distancing themselves from the transfer model. The examples are taken from research articles on feedback mainly focusing on higher education. The empirical material is analysed using concept analysis. The result is discussed in relation to theories of metaphors and folk-theories as well as to a more general trend in favor of formative assessment.},
issn = {1052-0147}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_axinderemma_2025,
title = {Du måste veta vad du vill: Barn och frågan om samtycke i ett svenskt utbildningsprogram},
author = {Axinder, Emma},
year = {2025},
journal = {Utbildning och Demokrati},
volume = {2},
number = {33},
pages = {111--133},
doi = {10.48059/uod.v33i2.2309},
language = {swe},
publisher = {: Orebro University},
keywords = {sexuality education; discourse; educational television; consent; elementary school},
abstract = {You must know what you want. Children and the issue of consent in a Swedish educational television series. In this article, constructions of consent are analysed within a Swedish educational television series aimed at primary school pupils. Utilizing critical discourse analysis, two discourses within the program series are identified and examined: a juridical and a neoliberal discourse. Additionally, the study analyses how discourses are expressed and reinforced through e.g. different modalities. Among the study’s most significant findings is that consent is presented as something relatively simple. In relation to consent, responsibility is portrayed as a complex practice where the child is constructed in multiple ways. Thus, the child is portrayed as both a competent and responsible subject, and a subject in need of the adult’s assistance and protection.},
issn = {1102-6472}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020_4,
title = {Religionspedagogik - ett forskningsfält i tiden},
author = {Gustavsson, Caroline},
year = {2020},
journal = {Tidsskrift for praktisk teologi},
volume = {1},
number = {37},
pages = {78--89},
doi = {10.48626/tpt.v37i1.5307},
language = {swe},
keywords = {religious education; religionspedagogik; religionsdidaktik; humanities and social science education; de estetiska; humanistiska och samhällsvetenskapliga ämnenas didaktik},
abstract = {The aim with the article is twofold: first to present religious education in a Nordic but foremost Swedish context, second to argue for a broad understanding of the research field. Through the examples given in the article the author argue that religious education give space for reflections about teaching and learning about/of/in religious phenomena, themes and other expressions of meaning-making and the conditions for them all in religious but also non-religious settings.The article presents a historic background to the emergence of religious education in a Nordic context. Thereafter research will be presented as representing four different but relating themes: content, performer, aim and method.It is argued that religious education is a research field that contributes to a deeper reflection on the opportunities and challenges that can be seen in relation to learning in religious environments and in relation to religious, and existential themes. Religious education contributes to a deeper understanding of the meaning-making that all people share and it is therefore a topic that finds great relevance and a clear justification in our time and in a globalized world.},
issn = {1893-4773}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_gustavssoncaroline_2020_5,
title = {Delaktighet i praktiken: söndagens huvudgudstjänst som utmaning och möjlighet},
author = {Gustavsson, Caroline},
year = {2020},
journal = {Tidsskrift for praktisk teologi},
volume = {2},
number = {37},
pages = {39--57},
doi = {10.48626/tpt.v37i2.5330},
language = {swe},
keywords = {inclusion; swedish church service; participation; religious education; delaktighet; svenska kyrkans gudstjänst; deltagande; education},
abstract = {The aim of the following article is to analyze how employees in Asarums pastorate perceive that different aspects of inclusion in the Swedish church service are challenged, shaped and changed as a consequence of a two year project with the purpose to increase people’s inclusion. The theoretical understanding of inclusion is that it is a consequence of different and cooperative aspects.The jointly defined activity is at the center of inclusion in the church service. The context and questions of power are a kind of condition. Of importance for people's participation are also formal as well as informal inclusion, interaction, safety, autonomy, commitment and identification.The result shows that the employees describe how several aspects have deepened during the project while others are perceived to be difficult to influence at all. Changes are primarily described among the employees themselves and not in the larger congregational context. Inclusion among the employees in the church service was far from obvious when the project started and came to require their time as well as commitment to an extent that could not be foreseen.},
issn = {1893-4773}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_vonbrmssenkerstin_2023_2,
title = {Religious Education in Teacher Education: About, For and In Diversity?: Austria, Canada, England, Turkey and India},
author = {von Brömssen, Kerstin and Niemi, Kristian and Stones, Alexis},
year = {2023},
journal = {The Bloomsbury Handbook of Schools and Religion},
pages = {130--154},
doi = {10.5040/9781350297296},
language = {eng},
publisher = {London : Bloomsbury Academic},
keywords = {religion; education; teacher},
abstract = {Description about the book:The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective. }
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_jacobssonandreas_2022,
title = {”Utbrytningsdröm”: Swedish Audio-Visual Expressions of a Desire for Leaving Far},
author = {Jacobsson, Andreas},
year = {2022},
journal = {Concepts: A travelogue},
pages = {349--356},
doi = {10.5040/9781501375293},
language = {eng},
publisher = {New York : Bloomsbury Academic}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_ludvigssondavid_2021_1,
title = {Collective Immersion by Affections: How Children Relate to Heritage Sites},
author = {Ludvigsson, David and Trenter, Cecilia and Stolare, Martin},
year = {2021},
journal = {Public History Review},
number = {28},
pages = {1--13},
doi = {10.5130/phrj.v28i0.7414},
language = {eng},
publisher = {Sydney, Australia : U T S ePRESS (University of Technology Sydney)},
keywords = {heritage sites; pupils; elementary school; peer culture; affections; immersion},
abstract = {This article explores, through group-interviews and in terms of peer-culture, the ways in which pupils negotiate experiences from school-excursions to three heritage sites, Vadstena Castle, a former Royal Castle connected to the royal dynasty of Vasa; Witches’ forest, the place for interrogation by torture and executions of nine women, accused of witchcraft in 1617, and Linköping Cathedral Ages at the visitor programs “Middle Ages in the Cathedral”. The article, which is part of a larger project on learning processes and historical sites, investigates how pupils collectively load the heritage site with values reflected in immersion by affections, and what significance immersion of affections can have on the pupils’ process of stock of knowledge. The following research questions are asked: What kind of affections are evoked? Which situations and circumstances during the visit at the heritage site, mould impressions and immersion in the collective recalling?By drawing on affection, peer culture and critical heritage studies’ verb “heritaging”, we have studied how the pupils collectively load the heritage sites with values reflected in immersion by affections, and what significance immersion of affections have on the pupils’ process of historical understanding. To understand how the heritage site in terms of a material and physical place loaded with narratives of the past affects the children, the analysis aimed to explore under what circumstances the immersion took place.The article localize three situations that led to surprise and thereby friction between the expected (the stock of knowledge) and what was experienced at the site (the immediate experience), namely conflicts caused by expectations and experiences at the site, conflict caused by replicas in relation to originals, and finally conflict between lived experiences and insights at the site.},
issn = {1037-9851}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_guggenmosesthermaria_2024_1,
title = {“Wenn es nur einmal so ganz stille wäre...” On Doing History of Religions, China, and Buddhism Today},
author = {Guggenmos, Esther Maria},
year = {2024},
journal = {Svensk teologisk kvartalskrift},
volume = {3},
number = {100},
pages = {251--269},
doi = {10.51619/stk.v100i3.26537},
language = {deu},
publisher = {: Svensk teologisk kvartalsskrift},
abstract = {This article is a revised version of the inaugural lecture delivered on 5 October2023, on the occasion of the author's appointment as Professor of History of Religions at Lund University. It opens by depicting fundamental changes in the study of the history of religions in the twentieth century, followed by biographical notes, including her research on lay Buddhism in urban Taiwan, the emphasis on sensual dimensions of religious practice and the aesthetics of religion, and international academic networking in the analysis of practices of prognostication between Asia and Europe. Three areas are outlined that are central to the author's current research. It is pointed out that a focus on religion in contemporary society certainly includes a healthy awareness of current developments in the politics of religion, particularly in East Asia. In addition, the article addresses two fields of research that the author is currently engaged in: (1) The emergence of "Life Education" as a school subject in Greater China andthe pedagogical shift that goes along with it. Particularly in Taiwan, this new subject is tailored to create a space for juveniles to develop self-reflection and life orientation in a success-oriented society while a new trust in religious organizations leads to the organizations' active engagement in these developments. The author is especially interested in how the transforming relationship between religion and public education gains special relevance in a comparative perspective between Asia and Europe. (2) Religious change in East Asia is evident in Buddhist ritual practices that are impacted by a consumer society that moulds emotionally profound experiences into marketable and distinct units that Eva Illouz has termed "emodities". Religious practices are subject to change in our contemporary world as they are reshaped by a growing global digitalized consumer culture. Tracing these changes leads to a deeper understanding of the underlying forces that distinctly reshape contemporary religious life.},
issn = {0039-6761}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_karlssonpeter_2025_1,
title = {Bildning och eskatologisk subjektivitet: Paulo Freire som politisk bildningsteolog},
author = {Karlsson, Peter},
year = {2025},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
number = {101},
pages = {57--77},
doi = {10.51619/stk.v101i1.27619},
language = {swe},
publisher = {: Lunds universitet},
abstract = {The Brazilian educator Paulo Freire emerges as a prominent figure among educational philosophers of the twentieth century, exerting enduring influence within contemporary discourse on politics and learning, particularly within the realm of critical pedagogy. This article directs its focus towards the theological dimensions of Freire's philosophy, engaging in critical discourse by juxtaposing it with what was previously conceptualized as eschatological education. Drawing upon German theologian Gerhard Sauter's differentiation between radical eschatology and an eschatology aligned with the "theology of history", notably articulated within liberation theology, I illustrate Freire's profound engagement with the historical-eschatological perspective. Subsequently, I investigate the conceptualization of the relationship between eschatology and education within Freire's framework. The central argument posits that while radical eschatological subjectivity, as exemplified by thinkers such as Ivan Illich and Zena Hitz, is nurtured through intensive textual analysis in secluded settings, historical-eschatological subjectivity, characterized by a commitment to political transformation, thrives within egalitarian dialogues aimed at scrutinizing contemporary societal structures. The article concludes by posing inquiries regarding the necessity of specific subjectivities within the current political and ecological milieu, and how educational practices can be organized to foster their realization. The initial part of the article reinterprets Freire's emphasis on the prophetic vocation of the church through an eschatological lens, probing the role of education in shaping what he terms "prophetic subjectivity". Subsequently, attention is turned towards the educational communities envisioned by Freire, assessing them in light of the theological virtues he advocates as central to educational practices among the oppressed. Lastly, Freire's pedagogical methods are scrutinized through the lens of asceticism, elucidating the educational mechanisms involved in cultivating historical-eschatological subjectivity.},
issn = {0039-6761}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lockneuselin_2021,
title = {Praktisk och pastoral teologi i Svenska kyrkans prästutbildning},
author = {Lockneus, Elin and Rubenson, Karin},
year = {2021},
journal = {Svensk teologisk kvartalskrift},
volume = {1},
number = {97},
pages = {27--46},
doi = {10.51619/stk.v97i1.22515},
language = {swe},
publisher = {Lund : Svensk Teologisk Kvartalskrift},
keywords = {practical theology; academic; clerical; ecclesial; pastoral education; prästutbildning; praktisk teologi; pastoralteologi; präster; svenska kyrkan; skui; ecklesiologi; klerikalt; akademisk utbildning; pastoral; professionsutbildning; praktisk teologi med religionsbeteendevetenskap; practical theology including religious behavioural sciences},
abstract = {In this article, we discuss practical and pastoral theology in relation to Swedish theological education for future ordained clergy in the Church of Sweden. We look at how pastoral theology is understood in the Church of Sweden today and its relation to Practical Theology as an academic subject. We problematize the split between "academic" and "pastoral" theology and argue that pastoral theology should be understood as a part of the academic discipline Practical Theology. Practical Theology today is heavily theoretical and methodological, not least in the United States, the origin of much literature used in the Swedish context. Interesting as this may be from a research perspective, the discipline runs the risk of losing some of its relevance for undergraduate theological education. Here we discuss different aspects of pastoral and practical theology, and how they may feed into each other. We highlight the potential problems with a practical theology distancing itself from what has been called "the clerical paradigm" (in Sweden: pastoral theology), but also point to the importance of Practical Theology as an academic field in relation to ordination training. In Sweden, academic theology is still understood as supposedly "neutral", which complicates the relationship between "academic" and "pastoral" theology, as this obscures the influences from explicit normative and constructive practical theology on Swedish theological education. Drawing on practical theologians such as Bonnie J. Miller-McLemore and Mary McClintock Fulkerson, we discuss the normative and constructive ambitions in some practical theological schools of thought today. A changing understanding of Practical Theology may contribute to pastoral theology as a part of the ordination training in the Church of Sweden, but the normative assumptions need to be made explicit.},
issn = {0039-6761}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_werneryvonnemaria_2023,
title = {Den postreformatoriska katolicismen i Norden: Mission, konversion och alternativa identitetsdiskurser},
author = {Werner, Yvonne Maria},
year = {2023},
journal = {Svensk Teologisk Kvartalskrift},
volume = {4},
number = {98},
pages = {297--317},
doi = {10.51619/stk.v98i4.24946},
language = {swe},
publisher = {: Svensk teologisk kvartalsskrift},
abstract = {This article summarizes and discusses some results of my earlier research focusing on the Catholic mission in Scandinavia and the alternative identity discourses that this missionary activity created. It also discusses Catholic gender discourses and ideals of masculinity. The Nordic countries were subjected to Catholic missionary activity, aimed at bringing the Nordic peoples to convert to the Catholic faith. Catholic orders and congregations played a significant role in this missionary work, and most of the Catholic priests who worked in the Nordic area were members of religious institutes. Male religious often took responsibility for the parishes, whereas the female religious mainly dedicated themselves to education, health care, and other forms of social work. Women religious sometimes had a great influence on the mission work. Yet, even if belonging to religious orders transcended socially constructed gender differences, it was nevertheless only men who held the power-generating positions. In the literary conversion narratives as well as in the inquiries about conversion motives made among ordinary converts, conversion is described as a process leading to a conviction of the Catholic Church as the only true church. The Catholic unity, hierarchical order, logical teaching systems, and uncompromising adherence to metaphysical aspects of the Christian creed are emphasized and contrasted with the division and adaptation tendencies in the Protestant churches. Devotional life and the solemn liturgy are also highlighted, as is the anchoring of the Catholic Church in an, as it was believed, unchanging tradition that has withstood the storms of time. The reforms initiated by the Second Vatican Council, which paved the way for ecumenical dialogue and for a more open form of Catholicism, changed the discourse of conversion. In post-Conciliar Scandinavian conversion narratives, it is no longer the hierarchical structure of the Catholic Church that is emphasized but spiritual values, such as a feeling of the presence of God, mysticism, and personal sanctification.},
issn = {0039-6761}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_deutschmannmats_2025,
title = {A Bird’s-Eye View of the Sociolinguistic Landscape of Seychelles},
author = {Deutschmann, Mats},
year = {2025},
journal = {Seychelles Research Journal (SRJ)},
volume = {2},
number = {7},
pages = {18--33},
doi = {10.5281/zenodo.16730813},
language = {eng},
publisher = {: University of Seychelles},
keywords = {seychelles; language policy; sociolinguistics; seselwa; trilingual policy; lingvistik; linguistics},
abstract = {The article gives an overview of Seychelles’ language ecology in various domains including politics, the judiciary, education, media, religion as well as the language practices ‘in the street’ and of everyday informal communication. In Seychelles, Kreol Seselwa serves as the primary language for informal oral communication, while English dominates in formal oral contexts. This dynamic shifts depending on the domain. For instance, in the judiciary, English is exclusively used for official oral proceedings, whereas all debates in the National Assembly are conducted in Kreol Seselwa. In the education system, Kreol Seselwa is the medium of instruction during the first two years, after which English becomes the primary language. In written communication, English overwhelmingly prevails, except for the verbatim records of political debates in the National Assembly, which are transcribed in Kreol Seselwa. French, meanwhile, plays only a minor role, mainly in religious and cultural contexts, such as traditional songs. Seychellois language ideologies surrounding Kreol Seselwa and English are complex and often contradictory. While many Seychellois take pride in their mother tongue, viewing it as a core part of their national identity and recognizing its importance in national language policy, negative perceptions persist, particularly regarding its formal use in education and professional settings. These conflicting attitudes likely stem from the country’s colonial history and evolving societal structures. The article closes with identifying gaps in current sociolinguistic research where language use and code mixing in social media is identified as a particularly interesting area of investigation.},
issn = {1659-7435}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_thorgersenketil_2016,
title = {Possibilism and Expectations in Arts Education},
author = {Thorgersen, Ketil},
year = {2016},
journal = {The European Journal of Philosophy in Arts Education},
volume = {1},
number = {1},
pages = {96--108},
doi = {10.5281/zenodo.3383629},
language = {eng},
keywords = {aesthetic communication; possibilism; music education; arts education; quality of life; what is art; utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner; educational sciences in arts and professions; musikpedagogik},
abstract = {This article is an attempt to explore some thoughts regarding how different kinds and levels of expectation might (re)construct being in music education. The philosophical lenses through which this is analysed consist of a combination of a Deweyan pragmatism, the possibilistic parts of the philosophy of the Norwegian philosopher Arne Næss who draws on Spinoza and finally parts of the philosophy of Deleuze & Guettari. A claim made in the article is that it is important in arts educationto challenge the expected and for the world to be created in an eternally wide, and at the same time claustrophobically narrow set of pathways to experience. To learn a communicative art could in other words imply to learn how to consciously adapt to conventions and expectations of musical parameters and at the same time break with them in ways which are functional in aesthetic communication. An important task in arts education must therefore be to train and develop the skill to imagine as rich a web of possible outcomes to any musical situation at the same time as being aware of the conventions that are at stake and their expected uses in order to understand as well as to play with them. That way music education can help pupils become interesting musicians, composers and listeners who are also critical, creative and happy. As an added benefit, these kinds of possibilistic skills, attitudes and modes might actually be beneficial for both learner and society in most parts of life.},
issn = {2002-4665}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_rottmannsusanbeth_2020,
title = {Integration Policies, Practices and Experiences – Turkey Country Report},
author = {Rottmann, Susan Beth},
year = {2020},
doi = {10.5281/zenodo.3865824},
language = {eng},
keywords = {immigrant integration; migration governance; labour market integration; citizenship; belonging; spatial integration; public mental health; statskunskap},
abstract = {This Integration in Turkey Country Report focuses on integration policies, practices and responses to refugee immigration between 2011 and 2019. The report is composed of two main parts. First, the report defines integration according to EU guidelines and specifically as “differential inclusion” (Cases-Cortes et al 2015, p. 79-80). It provides an overview of Turkey’s integration policy discourses, in particular the evolution of “guest,” “charity,” “hospitality” and “social harmony” discourses prominent in the country. The report reviews the actions of the major integration governance actors, from the national and municipal levels to international, national and local organizations. It also points out that refugees and members of local communities are themselves major actors, not to be overlooked in our drive to measure official responses. Their perceptions are important for understanding cultural and religious dynamics and on-the-ground realities. Second, the report goes into detail for each of the major integration areas identified by the EU and scholars, namely, labor market, education, housing and space, health and citizenship.}
}
@inproceedings{8ef63f47161fe5ae5c9ff94efdd6e36a_ryanulrika_2021,
title = {The ethical significance of exemplifying: A response to Anthony Essien},
author = {Ryan, Ulrika},
year = {2021},
journal = {Exploring new ways to connect},
pages = {56--60},
doi = {10.5281/zenodo.5457118},
language = {eng},
publisher = {: Tredition},
keywords = {mathematics education; examples; multilingualism; matematikens didaktik},
abstract = {In his plenary paper, Tony Essien wrote that “The importance of mathematical examples […] cannot be overemphasised”. Tony’s paper opened my eyes to the significance of examples and of the complex practice of exemplifying in multilingual mathematics education in general, and in teacher education in particular. The triadic framework that Tony proposed captures exemplifying as illustrating concepts from the perspectives of (a) grasping the illustrated concept by discernment; (b) communicating about the illustration as a fundamental idea of teaching and learning; and (c) attending to the multilingual context (of pre-service teachers) in which the illustration is submerged.}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_vanagspteris_2025,
title = {Hernhuutlaste käsikirjade läti keelest XVIII sajandil ja XIX sajandi alguses: Kirjaliku traditsiooni ja kohalike murrete mõjud [The Latvian language of the manuscripts of the Moravian Brethren in the 18th and early 19th centuries: Influences of the written tradition and the local dialect]},
author = {Vanags, Pēteris},
year = {2025},
journal = {Keel ja Kirjandus},
volume = {8},
pages = {821--835},
doi = {10.54013/kk812a11},
language = {est},
keywords = {18th-century sociolinguistics; dialect influence; latvian language history; moravian brethren manuscripts; standardization of written latvian},
abstract = {This article examines the Latvian language as found in the manuscripts of the Moravian Brethren from the 18th and early 19th centuries, offering a sociolinguistic analysis of how standard written Latvian evolved in interaction with spoken dialects. It traces the historical development of Latvian written language from the early Reformation texts to the emergence of a more standardized form following the 1739 Bible revision. Special attention is given to the role of the Moravian Brethren in expanding literacy among Latvian-speaking peasants and fostering a manuscript tradition that included both translated and original religious, didactic, and personal writings. The study analyzes linguistic features at the orthographic, phonetic, morphological, syntactic, and lexical levels, highlighting both adherence to printed language norms and the influence of Vidzeme dialects. German influence is also significant, especially in syntax and vocabulary. The article concludes that the Moravian Brethren manuscripts represent a crucial link between the clerical elite’s written Latvian and a broader vernacular literary culture, thereby contributing to the formation of Latvian as a medium of self-expression, education, and identity.},
issn = {2346-6014}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothklas_2014,
title = {Introduction: Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society},
author = {Roth, Klas and Gustafsson, Martin and Johansson, Viktor},
year = {2014},
journal = {The Journal of Aesthetic Education},
volume = {3},
number = {48},
pages = {1--4},
doi = {10.5406/jaesteduc.48.3.0001},
language = {eng},
publisher = {: University of Illinois Press},
keywords = {kant; cavell; philosophy of education},
issn = {0021-8510}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_rothklas_2014_1,
title = {Making Ourselves Intelligible-Rendering Ourselves Efficacious and Autonomous, without Fixed Ends},
author = {Roth, Klas},
year = {2014},
journal = {The Journal of Aesthetic Education},
volume = {3},
number = {48},
pages = {28--40},
doi = {10.5406/jaesteduc.48.3.0028},
language = {eng},
publisher = {: University of Illinois Press},
issn = {0021-8510}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_johanssonviktor_2014_1,
title = {Perfectionist Philosophy as a (an Untaken) Way of Life},
author = {Johansson, Viktor},
year = {2014},
journal = {The Journal of Aesthetic Education},
volume = {3},
number = {48},
pages = {58--72},
doi = {10.5406/jaesteduc.48.3.0058},
language = {eng},
publisher = {Champaign, USA : University of Illinois Press},
keywords = {stanley cavell; kant; philosophy of education; education},
issn = {0021-8510}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2023_5,
title = {The problems and the perspectives of modern religious education in Swedish primary schools},
author = {Chorna, Viktoriia},
year = {2023},
journal = {Environment and Social Psychology},
volume = {3},
number = {8},
pages = {3},
doi = {10.54517/esp.v8i3.1686},
language = {swe},
publisher = {: Asia Pacific Academy of Science Pte.},
keywords = {primary schools; pupils; tolerance; moral and spiritual development; culture; religious education},
abstract = {Primary school religious education is important and understudied in modern educational practice. Classes on religious education are used to impart knowledge to pupils about the world’s main religions. Knowledge about specific religions, or how to collaborate with representatives of different religions, is mostly absent. Unfortunately, teachers of religious education often do not use their classes as a tool for their students’ moral and spiritual development. It is also one of the problems for Swedish schools and it has to be solved because Sweden is a very multicultural country with representatives of many religions; and one of the tasks of modern schools is to show how to be tolerant of others. This research aims to highlight problems and develop ways of teaching religious education in primary schools through theoretical literature analysis on the research topic. Also, we provide didactic exercises which teachers can use during religion lessons to diversify them and make it more accessible to students.},
issn = {2424-7979}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_chornaviktoriia_2024_2,
title = {The ideas of sustainable development during the students' religious education in Swedish female schools at the beginning of the 20th century},
author = {Chorna, Viktoriia},
year = {2024},
journal = {Research on Preschool and Primary Education},
volume = {1},
number = {2},
pages = {1--7},
doi = {10.55976/rppe.2202412031-7},
language = {eng},
publisher = {: Luminscience},
keywords = {religious education; swedish female school; education for sustainable development},
abstract = {This article explores the role of female education in Sweden in the development of religious education and its role in the sustainable development of primary school pupils at the beginning of the 20th century. For this purpose, a retrospective analysis of contemporary thematic content was conducted. Archival documents from the Stockholm Archives were used for the article to ensure a reliable result. Based on an analysis of regulatory documents (Protocols of the Swedish Parliament and Protocols of the General Church Meeting), the archives of four private schools (The school of Anna Sandstrom; The co-educational school of Sofi Almquist; New Elementary School for Girls or The school of Anna Ahlmstrom; The school of Anna Rönström), the author concludes that teachers of these institutions: 1. use religious orientation materials for general education; 2. draw on religion as an instrument to show pupils their connection with other components of the environment and to convince them that all components are connected and that the expected future depends on each individual; 3. show pupils the connections amongst the society – people – nature and the necessity to multiply all their resources.},
issn = {3005-2629}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olsonmaria_2023,
title = {Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv: [The student as the subject in social studies and the potential of social studies in students’ lives]},
author = {Olson, Maria and Mathé, Nora Elise Hesby},
year = {2023},
journal = {Acta Didactica Norden},
volume = {2},
number = {17},
pages = {2},
doi = {10.5617/adno.10211},
language = {nor},
publisher = {: University of Oslo Library},
keywords = {social studies; nordic region; subject teaching; geography; religious education; the student; subject; formation; society; world; future; citizenship; samfunnsfagene; norden; ämnesundervisning; samfunnskunnskap; historie; geografi; religions- og livssynsfag; eleven; subjekt; danning; liv; samfunnet; verden; framtid; medborgerskap; subject learning and teaching; ämnesdidaktik},
abstract = {Samfunnsfagene i de nordiske landene består av flere fag (samfunnskunnskap, historie, geografi og religions- og livssynsfag) som sammen og hver for seg skal hjelpe barn og unge med å delta i samfunnet på ulike arenaer og måter, for eksempel i arbeidslivet, i kulturlivet og i det politiske liv. Men fagene tematiserer også elevenes eget liv og danning. Samlet sett handler dette om samfunnsfagenes potensial når det gjelder å legge til rette for elevenes muligheter til å ‘være’ og ‘handle’ i verden. Det å sette elevenes muligheter til å ‘være’ og ‘handle’ i og utenfor skolen i sentrum når det gjelder skolens samfunnsfagundervisning, er inspirert av filosofen Hannah Arendt (2004, 2013). Arendt var opptatt av betydningen av det situerte og erfaringsnære for en rik og kvalifisert forståelse av verden og samfunnet, noe som peker mot betydningen av eleven som unikt subjekt i utviklingen av egen fag- og virkelighetsforståelse gjennom skolens samfunnsorienterte undervisning (Persson & Olson, n.d.). I samfunnsfagene er disse prosessene tett koblet til det som skjer i samfunnet og verden både nå og i framtiden.Vårt mål med dette temanummeret er å bidra til å samle og systematisere pågående samfunnsfagdidaktisk forskning i Norden ut fra ulike teoretiske, empiriske og metodologiske innramminger med fokus på eleven som subjekt. Slik ønsker vi å bidra til å bringe det samfunnsfagdidaktiske kunnskapsfeltet videre på en måte som skaper forutsetninger for en fortsatt nordisk kunnskapsutvikling og dialog på feltet.Aktuell forskning i den nordiske konteksten har pekt på behovet for mer kunnskap om hvordan elevenes medborgerskap og rolle som samfunns- og verdensborgere spiller inn i undervisningen, hvordan læreren kobler fagstoffet til elevenes perspektiver og hvordan ulike aktiviteter og arbeidsformer i fag kan bidra til å støtte opp under elevenes eget engasjement, ansvarstagende, historiske og verdimessige forståelse og de ulike formene dette kan ta i elevens liv i og utenfor skolen (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Börhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson, 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).Mulige temaer kan være, men er ikke begrenset til:Fokus på elevenes livsverden i fagundervisningenLærer- og elevperspektiver på samfunnsfagenes betydning for elevenes rolle som samfunnsborgereKoblinger mellom samfunnsfagene og elevers fritidElevenes muligheter til å utfordre/påvirke undervisning og fagFagdidaktisk teori- og metodeutvikling knyttet til elever som subjekt i samfunnsfageneLærer-, elev- og disiplinære perspektiver på samfunnsfagenes rolle og funksjonDette temanummeret retter fokus mot betydningen av å åpne for og styrke elevers muligheter til å ta plass i verden og samfunnet som selvstendige, unike personer gjennom samfunnsfagene i skolen. Av klar relevans her er også spørsmålet om hvordan elevene tar med seg faglige og verdimessig begrunnede perspektiver, kunnskap og ferdigheter videre i sine liv i og utenfor skolen.I dette temanummeret inviterer vi bidrag som setter fokus på samspill og potensielle spenninger mellom samfunnsfagundervisning og elevenes livsverden. Ved å rette oppmerksomheten mot dette samspillet og disse spenningene, er vår forhåpning å utvikle kunnskap om samfunnsfagenes potensial i å bidra til elevers utvidede muligheter til å ‘være’ og ‘handle’ i verden.Vi ønsker bidrag på skandinaviske språk eller på engelsk. Forfatterne må være innstilt på at aksepterte abstract til temanummeret medfører en forpliktelse til å være fagfelle for en av de andre artiklene sammen med eksterne fagfeller.Om redaktøreneRedaksjonen for temanummeret består av professor Maria Olson (Stockholms universitet og Högskolan Dalarna) og førsteamanuensis Nora E. H. Mathé (Universitetet i Oslo og medlem av redaksjonen i Acta Didactica Norden).},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderstrmhelena_2025,
title = {Social representations of Ethics Education in the 2011 Swedish Curriculum for Compulsory School [Sociala representationer om etikundervisning i grundskolans läroplan 2011]},
author = {Anderström, Helena},
year = {2025},
journal = {Acta Didactica Norden},
volume = {3},
number = {19},
pages = {3},
doi = {10.5617/adno.11569},
language = {swe},
publisher = {: Universitetet i Oslo},
keywords = {curriculum studies; ethics education; pupils 10-12 years old; social studies; theory of social representation},
abstract = {The aim of this study is to explore fundamental assumptions about ethics education that are communicated in the Swedish curriculum from 2011, with a specific focus on social studies in school years 4–6. A qualitative content analysis was conducted based on the theory of social representation, in order to expose the fundamental assumptions. In this study, the assumptions are understood as social representations of ethics education. The results show four social representations of ethics education: a) ethics education as fostering a shared value foundation, b) ethics education as developing cognitive ability, c) ethics education as developing a personal ethical perspective, and d) ethics education as developing empathic ability. These social representations seem to be able to coexist, but they can also be understood as contradictory, and this can lead to difficulties for teachers in practice.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_kristianssonmartin_2017,
title = {Underordnat, undanskymt och otydligt: om samhällskunskapsämnets relationsproblem inom SO-gruppen på svenskt mellanstadium},
author = {Kristiansson, Martin},
year = {2017},
journal = {Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge},
volume = {1},
number = {11},
pages = {1--20},
doi = {10.5617/adno.2547},
language = {swe},
publisher = {Oslo : Universitetet i Oslo},
keywords = {samhällskunskap; samhällsorienterande ämnen; ämnesmarkörer; ämnesväxlingar; ämnesöverlappningar},
abstract = {I artikeln diskuteras en lärarstudie om vad som utmärker samhällskunskaps-ämnet på svenskt mellanstadium. Det sker mot bakgrund av en skandinavisk ämnesdidaktisk diskussion om ämnets tydlighet med fokus riktad mot svenska förhållanden. Här har ämnet beskrivits som otydligt i läroplans- och läroboks-forskning medan det framträder som mer tydligt i lärarforskning. Denna lärarforskning har dock oftast studerat grundskolans högstadium och gymnasium. Studier på mellanstadiet saknas och min studie visar, till skillnad från dessa studier, att ämnet är otydligt när lärarna talar om det. Det är ett stadie som också skiljer sig från högstadiets och gymnasiets ämnescentrerade ämneslärarkultur genom att det är mer elevcentrerat och klasslärarbundet med högre grad av ämnesintegration. Artikeln fokuserar därför samhällskunskapsämnets relationer till övriga samhällsorienterande (SO) ämnen – geografi, historia och religionskunskap – och vad det innebär för ämnets otydlighet. Genom intervjuer med lärare om deras SO-undervisning och samhällskunskapsämnets del i den, illustrerat med hjälp av begreppen ”ämnesmarkörer”, ”ämnesväxlingar” och ”ämnesöverlappningar”, framträder ämnet som underordnat och undanskymt i relation till särskilt geografi och historia. De har en dominerande position inom gruppen och bidrar till att samhällskunskapsämnet förblir otydligt. I artikelns konklusion och diskussion argumenteras för betydelsen av en rekonstruktion av relationerna inom gruppen, inte endast för att göra samhällskunskapsämnet tydligare, utan för att också övriga ämnen skall ge ett starkare bidrag till elevers lärande om samhället och dess frågor både som enskilda ämnen och tillsammans.Nyckelord: samhällskunskap, samhällsorienterande ämnen, ämnesmarkörer, ämnesväxlingar, ämnesöverlappningarAbstractThis article reports on a practice-related study of the characteristic features of the civics subject in Swedish upper primary education. The discussion takes place against the background of a Scandinavian subject-specific pedagogical debate on the lack of clarity in the civics subject in relation to the other social studies subjects. In Sweden, curriculum and textbook research has pointed out that civics seems to have a vague and unspecified role in primary education, while it seems to have a more prominent role in practice-related research. However, the latter research has often focused on lower and upper secondary education, and so far there have been no studies of the role of civics in primary education. In contrast to the studies of civics in secondary education, my study shows that civics in primary education emerges as very obscure in teachers’ talk about it. At this stage of education, civics is not as subject-centred as it is in the subject-teaching culture of secondary education, but rather a pupil-centred subject with a high degree of integration with other subjects. The article has a focus on civics in relation to the other social studies subjects (SO), namely geography, history and religious studies, and on how the interrelations affect the perception of civics. The study is based on interviews with teachers on their SO teaching and the role of civics with the help of the concepts of ”subject marker”, ”subject-switching”, and ”subject-overlapping”. The result of the analysis is that civics emerges as a subordinated and inconspicuous subject in relation to geography and history, in particular. These two subjects have a dominant position in the subject cluster and contribute to relegating civics to a vague and unclear backseat. In conclusion, the article argues for the need of reconstructing the interrelations in the subject cluster, not only for the sake of clarifying the role and content of civics, but also to ensure that the other subjects can also contribute more to pupils’ learning about community and citizenship issues, as separate subjects and together.Keywords: civics, social studies subjects, subjects, subject marker, subject-switching, subject-overlapping},
issn = {1504-9922}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2017_3,
title = {Mangfoldets utfordringer og muligheter sett gjennom religionsdidaktisk forskning: Et nordisk overblikk},
author = {Skeie, Geir},
year = {2017},
journal = {Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge},
volume = {3},
number = {11},
pages = {3},
doi = {10.5617/adno.4832},
language = {nor},
publisher = {: University of Oslo Library},
keywords = {mangfold; flerkultur; religionsundervisning; forskning; didaktik med inriktning mot lärararbete och lärarprofession; didactic science for teachers and teaching professions},
abstract = {Artikkelen gir et overblikk over hvordan nyere nordisk religionsdidaktisk forskning har nærmet seg spørsmål om mangfoldets utfordringer og muligheter. Overblikket baseres på analyse av doktoravhandlinger, noen forskningsprosjekter og en del artikler. Det spørres om hvordan forskningen beskriver religions- og livssynsmangfoldet, hvilke religionsdidaktiske utfordringer den mener mangfoldet reiser og hvilke strategier lærerne kan ta i bruk i arbeid med faget i klasserommet? Analysen viser at forskningen er omfattende og økende, men omfanget varierer mellom de nordiske landene. Den aktuelle forskningen bidrar i betydelig grad til å forstå og problematisere religionsundervisningens plass og rolle i et samfunn som preges av økt religions- og livssynsmangfold, og til å forstå at forskningsfeltet er blitt til i et samspill mellom ulike akademiske disipliner, og dessuten mellom politikk, forskning og praksis. Resultatene fra forskningen bidrar først og fremst til å belyse mangfoldets omfang og kompleksitet, samt at det i varierende grad fanges opp av læreplaner og undervisning. Det er mindre av forskning som belyser lærerarbeidet, læreprosesser og resultater av undervisningen. Forskningen viser også at religions- og livssynsmangfold må ses som en viktig del av forutsetningene for undervisning og læring i alle fag, og i religions- og livssynsfagene er den i dag en selvsagt forutsetning, uavhengig av hvordan disse er organisert i de ulike landene.},
issn = {1504-9922}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_olovssontordgran_2020,
title = {Ämnesövergripande undervisning i samhällsorienterande ämnen i svensk grundskola: vad säger lärarna?: [Subject-integrated teaching in the social studies subjects in Swedish compulsory school: what do the teachers say?]},
author = {Olovsson, Tord Göran},
year = {2020},
journal = {Acta Didactica Norden},
volume = {3},
number = {14},
pages = {3},
doi = {10.5617/adno.7920},
language = {swe},
publisher = {Oslo : UiO University Library},
keywords = {subject-integrated teaching; social studies subjects; synthesized knowledge; assessment; knowledge requirements; ämnesövergripande undervisning; so-ämnen; synteskunskaper; bedömning; kunskapskrav; education},
abstract = {Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_lfstedtmalin_2020_1,
title = {Konstruktiv religionskritik och religionsundervisning},
author = {Löfstedt, Malin},
year = {2020},
journal = {Acta Didactica Norden},
volume = {4},
number = {14},
pages = {4},
doi = {10.5617/adno.8346},
language = {swe},
publisher = {: Acta Didactica Norden},
keywords = {religious education; religious literacy; constructive critique of religions; secularist critique; problematic aspects of religions; didactical strategies; religionsundervisning; religionslitteracitet; konstruktiv religionskritik; sekularistisk kritik; problematiska sidor av religioner; didaktiska strategier; curriculum studies},
abstract = {Religionskunskap är ett av svensk skolas äldsta ämnen och sedan 1960-talet icke-konfessionellt. Undervisningen ska både leda till ökad förståelse för religioner och livsåskådningar och träna den kritiska förmågan hos eleverna enligt styrdokumenten. Med religionsdidaktikern Peta Goldburgs ord ska undervisningen bidra till ökad kritisk religionslitteracitet. Kritiska diskussioner om religion är vardagsmat i den samhälleliga debatten, men hur ser det ut i skolan och religionsundervisningen? Får religioner och livsåskådningar kritiseras eller läggs locket på? Syftet med artikeln är att diskutera hur konstruktiv religionskritik behandlas i religionskunskapsklassrum på högstadiet och gymnasiet. Detta görs utifrån intervjuer med religionslärare och observationer i religionskunskapsklassrum. Resultaten visar att religionslärare står mitt i ett professionellt dilemma då de måste hantera religionskritik på flera nivåer, kritik som delvis står i konflikt med varandra. För det första en allmän samhällelig kritik mot religion som också märks i klassrummen. Denna kritik är ofta nedsättande och innehåller fördomar, och kallas här sekularistisk kritik. För det andra problematiska sidor av religioner och livsåskådningar, det vill säga tolkningar och bruk som strider mot demokratiska värderingar och skolans värdegrund. Sammanfattningsvis visar resultaten att många lärare ägnar mycket tid till att nyansera fördomar och stereotypa föreställningar om religion, medan problematiska tolkningar och bruk i relation till religion får betydligt mindre utrymme. För att elever ska utveckla sin självständiga, kritiska förmåga behöver religionsundervisningen i större utsträckning lyfta kritiska perspektiv på religion. Eftersom klassrummet är en av få arenor där elever möts över religions- och livsåskådningsgränser, erbjuder det en unik möjlighet till reflektion och dialog kring utmanande frågor.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2020_1,
title = {Dealing with and teaching controversial issues: Teachers’ pedagogical approaches to controversial issues in Religious Education and Social Studies},
author = {Flensner, Karin K},
year = {2020},
journal = {Acta Didactica Norden},
volume = {4},
number = {14},
pages = {1--21},
doi = {10.5617/adno.8347},
language = {eng},
publisher = {: University of Oslo Library},
keywords = {controversial issues; teaching strategies; religious education; social studies; classroom observations; kontroversiella frågor; undervisningsstrategier; religionskunskap; samhällskunskap; klassrumsobservationer},
abstract = {What strategies do teachers use, in classroom practice, to handle issues highly contested in society?This article focuses on how the various Middle Eastern conflicts and related topics, theoretically framed as controversial issues, are dealt with in religious education and social studies classes.The aim is to analyse pedagogical approaches teachers applied in situations where topics associated with regional, cultural, and/or religious conflicts (e.g., migration, terrorism, radicalisation, xenophobia, anti-Semitism, and Islamophobia) were part of the teaching. What approaches were distinguishable in classroom practice? How did teachers reflect on this teaching? To examine these issues, ethnographic observations were made of religious education and civics classes at upper secondary schools in Sweden; follow-up interviews with teachers and students were also conducted to discuss the classroom situations.The approaches to teaching such difficult subject matter, as distinguishable in the classroom, were avoidance, denial of the controversy, provocation, representing/considering various perspectives, and eliciting empathy. There was a division between approaches that endeavoured to tone down the controversy versus those aimed at making the controversy more apparent. This difference can be understood as dealing with controversial issues as opposed to teaching controversial issues, which is a fundamental difference in pedagogic approaches.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_samuelssonlars_2020_1,
title = {Etik i utbildning för hållbar utveckling: Att undervisa den etiska dimensionen av en kontroversiell fråga},
author = {Samuelsson, Lars},
year = {2020},
journal = {Acta Didactica Norden},
volume = {4},
number = {14},
pages = {4},
doi = {10.5617/adno.8348},
language = {swe},
publisher = {Oslo : Universitetsbiblioteket i Oslo},
keywords = {sustainable development; education for sustainable development; ethics education; controversial issues; the “sil methods”; the “sil requirements”; hållbar utveckling; utbildning för hållbar utveckling; etikundervisning; kontroversiella frågor; sil-metoderna; sil-villkoren; practical philosophy; praktisk filosofi},
abstract = {Både i Sverige och internationellt är hållbar utveckling numera ett allmänt accepterat mål i utbildningssammanhang. De centrala komponenter som bygger upp hållbarhetstanken kan emellertid ges olika tolkningar som genererar oförenliga hållbarhetsmål. Det är med andra ord en kontroversiell fråga vilket slags utveckling som ska räknas som hållbar. Det innebär i sin tur att utbildning för hållbar utveckling aldrig är neutral – tvärtom vilar den på etiska antaganden. En viktig komponent i en helhetlig utbildning för hållbar utveckling är därför att synliggöra och diskutera dessa antaganden.Artikelns syfte är dels att belysa den etiska dimensionen av hållbar utveckling förstådd som en kontroversiell fråga, dels att argumentera för ett lämpligt metodbaserat angreppssätt för att hantera denna dimension i ett utbildningssammanhang. Undersökningen är huvudsakligen av filosofisk karaktär, vilket innebär att den metod som främst använts är det analytiska tillvägagångssätt som utmärker modern analytisk filosofi, med inslag av bland annat begreppsanalys och granskning av argument. Studiematerialet har utgjorts av styrdokument samt nationella och internationella rapporter.Bidragets huvudsakliga resultat är etablerandet av en specifik metodbaserad modell för etikundervisning som särskilt lämplig för att hantera den etiska dimensionen av utbildning för hållbar utveckling (och för kontroversiella frågor generellt). En viktig praktisk implikation är att lärare via denna modell får tillgång till en uppsättning verktyg för att behandla den etiska dimensionen av hållbarhet och andra kontroversiella frågor i sin undervisning. Vidare forskning krävs emellertid för att utröna vilka undervisningsformer som bäst lämpar sig för att arbeta med dessa verktyg i olika undervisningssammanhang.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jonssonlinda_2021,
title = {Med en tydlig utgångspunkt i kristendomens synsätt och traditioner - om religionskunskapsämnet alkemi},
author = {Jonsson, Linda and Månsson, Niclas},
year = {2021},
journal = {Acta Didactica Norden},
volume = {1},
number = {15},
pages = {1},
doi = {10.5617/adno.8767},
language = {swe},
publisher = {: University of Oslo Library},
keywords = {religionskunskap; alkemi; socialisation; läroplan; utbildningsvetenskapliga studier},
abstract = {I den här artikeln utgår vi från religionsämnets reformering 2011 med syfte att ringa in vad ett mer faktabaserat och rationellt förhållningssätt till andra religioner samt vad företrädet för kristendom kan betyda för ämnets fostrande roll och uppgift på gymnasieskolan. För att förstå vad ämnets innehåll och syfte innebär som en del i formandet av den önskade samhällsmedlemmen, utgår vi från Popkewitz förståelse av alkemi och analyserar ämnet i ett historiskt och teoretiskt perspektiv. Genom en konceptualisering av ämnet över tid identifieras fyra vågor som format ämnet: en konfessionell våg, en objektiv våg, en osäker våg och en våg som benämns objektiv 2.0. Den första vågen karaktäriseras av ett väl avgränsat kristendomsämne med tydligt syfte och innehåll. Den önskade eleven är ett lydande och underdånigt barn med rötter i den kristna läran. Den andra vågen förstås bäst utifrån sin objektiva orientering. Den önskade eleven är vidsynt och tolerant med en god förståelse för kristendom och andra religioner samt existentiell pluralism. Den tredje vågen visar ett religionskunskapsämne med stor spännvidd och gränslöst innehåll. Den önskade eleven är vidsynt med god förståelse för religiös och existentiell mångfald förankrat i en kristen tradition och västerländsk humanism. Den kristna underströmmen når i och med den fjärde vågens inramning återigen ytan. Inramningen och avgränsningen sker genom ett fokus på faktakunskaper och ett vetenskapligt-rationellt förhållningssätt samt förståelse för religion som ett socialt snarare än ett existentialistiskt fenomen. Vi avslutar artikeln med att diskutera några didaktiska implikationer relaterade till reformen 2011. },
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2023,
title = {Supernatural post-mortem beliefs among the Some and the Nones: Ambiguity as a tool for rethinking the ‘secular’ pupil in Swedish religion education},
author = {Visuri, Ingela and Rimondini, Andreas and Gruneau Brulin, Joel},
year = {2023},
journal = {Acta Didactica Norden},
volume = {2},
number = {17},
pages = {2},
doi = {10.5617/adno.9228},
language = {eng},
publisher = {: University of Oslo Library},
keywords = {secularity; didactics of religion; religion; spirituality; supernatural experience; youths; sweden; sekularitet; religionsdidaktik; andlighet; övernaturlig upplevelse; ungdomar; sverige},
abstract = {Sweden is often described as a highly secularised country, but we know little of the actual worldviews among youths in Swedish classrooms. The current article has two aims: to examine ambiguous positions concerning supernatural phenomena among young Swedes, and to initiate a discussion about how teachers in religion education (RE) can use such ambiguity to bridge between pupils with secular and religious identities. In a sample of 302 young, urban Swedes (16–25 years old), we examined (1) self-reported (non-)belief in supernatural beings, (2) what they believe happens after death, and (3) if they report any supernatural experiences. The results illustrate that the majority held some kind of belief in the supernatural (the “Some”). Among the Nones who rejected such beliefs, a fifth yet described experiences which involved supernatural beings (e.g., spirits). To understand this contradiction, we employ cognitive theories on the tendency to attribute agency to supernatural powers that explain people’s intuitive conceptualisation of the supernatural. We argue that such ambiguity provides an interesting space where pupils can use their personal experiences to better understand peers with other worldviews, while also exploring their own worldviews. To highlight the importance of describing secularity as an equally complex phenomenon as religiosity, we also introduce the term secular literacy. The ultimate purpose is to bridge the problematic gap between Us (who are secular) and Them (who are religious), which is also an explicit goal in the RE syllabus.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_visuriingela_2023_1,
title = {Vad händer efter döden?: En religionsdidaktisk omförhandling utifrån unga ’sekulära’ svenskars ambivalens kring det övernaturliga},
author = {Visuri, Ingela and Rimondini, Andreas and Brulin, Joel Gruneaun},
year = {2023},
journal = {Acta Didactica Norden},
volume = {2},
number = {17},
pages = {2},
doi = {10.5617/adno.9228},
language = {swe},
publisher = {: University of Oslo Library},
abstract = {Sverige beskrivs ibland som världens mest sekulariserade land, men det saknas forskning om de trosföreställningar som eleverna faktiskt bär med sig in i religionskunskapsundervisningen. Syftet med denna artikel är att undersöka ambivalens kring övernaturliga föreställningar hos unga svenskar, och att inleda ett samtal om hur religionskunskapslärare kan överbrygga klyftan mellan elever som identifierar sig som religiösa respektive sekulära. Vi undersökte självrapporterade trosföreställningar i ett urval av 302 unga, urbana svenskar (16–25 år gamla), samt vad de tror händer efter döden och om de haft någon upplevelse som de tolkar i övernaturliga termer. Resultaten visar att en majoritet av dessa har någon slags tro på det övernaturliga. En femtedel av dem som avfärdade översinnliga krafter beskrev dock upplevelser som involverade just sådana. Denna ambivalens diskuteras utifrån kognitiv teori om den mänskliga benägenheten att attribuera agens till de avlidna, illustrerad genom experimentella studier om vad människor säger kontra vad de intuitivt föreställer sig. Vi menar att sådan ambivalens kring det övernaturliga skapar utrymme för existentiella samtal mellan elever, där de både kan utforska sina personliga livsåskådningar och ges möjlighet att samtala över identitetsgränser. För att belysa vikten av att beskriva sekularitet som ett lika komplext fenomen som religiositet introducerar vi begreppet sekulär litteracitet. Syftet med en sådan omförhandling är att överbrygga den problematiska klyftan mellan Vi (som är sekulära) och De andra (som är religiösa), vilket också uttalas som mål i kursplanen för religionskunskapsämnet.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_skeiegeir_2023,
title = {Hva er eksistensielle spørsmål og svar – i skolen?: [What are existential questions – in a school setting?]},
author = {Skeie, Geir and Zetterqvist, Kirsten Grönlien},
year = {2023},
journal = {Acta Didactica Norden},
volume = {3},
number = {17},
pages = {3},
doi = {10.5617/ADNO.9729},
language = {nor},
keywords = {bildung; core elements; existential questions; religion; religious education; kjerneelement; eksistensielle spørsmål; danning; livssyn},
abstract = {The new Norwegian curriculum for religious education includes ‘exploration of existential questions and answers’ as one of five key elements. The article discusses how this key element should be understood against a background of religious education research and debates. Here, a dichotomy between learning from and learning about religions and worldviews has limited the possibilities for exploring the existential perspectives of students themselves. It is argued that ‘exploration of existential questions and answers’ should be seen as a universal human capacity and that existential philosophy offers a conceptual framework to define certain conditions that should be met when we speak about ‘existential questions’. Based on discussion of texts from de Beauvoir and Heidegger, a set of five criteria are suggested for school settings: 1) a person is the actor, 2) this person is asking a question, 3) the question is important to this person, 4) the question has a distinct content, 5) the question is formulated in a particular context. These criteria are developed and discussed in relation to the curricula of religious education in primary, secondary and upper secondary education as well as the core curriculum. It is argued that the ‘exploration of existential questions and answers’, offers the possibility to achieve key educational goals related to bildung and it is argued that there is a potential for research to develop this further.},
issn = {2535-8219}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_brobergmaximilian_2020,
title = {What Teachers Think and Students Know: Expanding the view of media literacy in religious education},
author = {Broberg, Maximilian and Wrammert, Anna},
year = {2020},
journal = {Prismet},
volume = {1},
number = {71},
pages = {59--74},
doi = {10.5617/pri.7878},
language = {eng},
publisher = {: University of Oslo Library},
keywords = {religious education; multiple media literacy; mediatization; media materials; sweden},
abstract = {In Sweden, media in various forms act as one of the main settings where young peopleencounter religion, both in schools and elsewhere. With a seemingly ever-expanding developmentof communication technology, researchers and politicians alike are arguing forthe need to educate our citizens in media literacy. By applying the concept of multiplemedia literacy, this article argues for a more nuanced view of the skills needed to criticallyengage with various kinds of media. By analysing interview material of both teachers andstudents, the article concludes that increased focus within RE on how various mediumsoperate, and on the complex nature of social media, would likely result in a richer medialiteracy for students and teachers alike.},
issn = {0032-8847}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_flensnerkarink_2020_2,
title = {Mångfald och sekularitet i religionskunskapsundervisning},
author = {Flensner, Karin K},
year = {2020},
journal = {Prismet},
volume = {4},
number = {71},
pages = {391--404},
doi = {10.5617/pri.8367},
language = {eng},
publisher = {: University of Oslo Library},
keywords = {religion; ickekonfessionell undervisning; sekularitet; mångfald; sverige},
abstract = {I syftestexten för det svenska religionskunskapsämnet anges att undervisningen i religionskunskap ska ge eleverna «möjlighet att utveckla en beredskap att förstå och leva i ett samhälle präglat av mångfald [samt att eleverna] ska ges möjlighet att reflektera över och analysera människors värderingar och trosföreställningar och därigenom utveckla respekt och förståelse för olika sätt att tänka och leva» (Skolverket 2011). Samtidigt visar ett flertal studier att klassrumspraktiken och talet om religion i svenska skolmiljöer är starkt präglade av en sekularistisk diskurs om religion där religiösa livsåskådningar artikuleras som tillhörande en förgången tid, vara svårförenliga med ett rationellt, modernt och vetenskapligt förhållningssätt och att troende människor uppfattas som irrationella, lurade eller psykiskt sjuka (Berglund, 2017; Carlsson & Thalén, 2015; Eddebo & Magnusson, 2020; Flensner 2015; 2017; 2018; Holmqvist Lidh, 2016; Osbeck & Lied, 2011; SKR, 2020; Vikdahl, 2018; von Brömssen, 2009, 2012; 2016). Många gånger är det andra elever som uttrycker denna typ av åsikter i undervisningen, men även lärare bidrar till att denna diskurs blir hegemonisk i klassrummet. Detta sekularistiska förhållningssätt uppfattats många gånger som en neutral position av de som uttrycker den, vilket får implikationer för hur man förhåller sig till olika aspekter av mångfald. I den här texten ska jag resonera kring relationen mellan sekularitet och mångfald och diskutera några möjliga implikationer för ickekonfessionell undervisning om religion. Jag kommer att utgå från resultat från empiriska studier av religionskunskapsundervisning.},
issn = {0032-8847}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hllandermarie_2024,
title = {Exemplets didaktik: singularitet och subjektivitet i religionsundervisning},
author = {Hållander, Marie},
year = {2024},
journal = {Speki. Nordic Philosophy and Education Review},
volume = {1},
number = {1},
pages = {18--32},
doi = {10.5617/speki.10302},
language = {swe},
publisher = {: University of Oslo},
keywords = {giorgio agamben; subjectivity; potentiality; knowability; religious education},
abstract = {This article is a philosophical investigation of the example's function as a didactic practice. In teaching, it is common to use examples to concretize, clarify and give students a knowability of the taught content, but this knowability also implies something. But this knowability also means something specific. The article specifically discusses religious education and religious diversity in a Swedish school context. In the article I argue, drawing on Giorgio Agamben's understanding of the example, how the example stands for itself, but which also, in its specificity and singularity, moves towards what is visible next to it. The example and its knowledge have a movement between two singularities – and not as a movement between a part and the whole, i.e., not between the particular and the general. It creates something, Agamben writes, which not only involves methodology (and subject didactic questions) but also ontology. The article argues that the use of examples in teaching has the potential to function as a didactic strategy, which also can have implications for students' subjectivity. Overall, the article is a theoretical contribution which show how the use of examples in teaching has the potential to function as a vital didactic strategy within teaching.},
issn = {2704-1751}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jannoknuttiylva_2024_1,
title = {Philosophies of Sámi Education: Indigeneity, place and learning - Special issue introduction},
author = {Jannok Nutti, Ylva and Johansson, Viktor and Schaffar, Birgit},
year = {2024},
journal = {Speki. Nordic Philosophy and Education Review},
volume = {2},
number = {1},
pages = {116--121},
doi = {10.5617/speki.12067},
language = {eng},
publisher = {: University of Oslo Library},
abstract = {The varied landscape of Sápmi – ranging from forests, coasts, mountains, tundra, and mires – and the livelihoods of those who live there have developed Sámi forms pedagogy, child-rearing, and education. This special issue explores the philosophies of Sámi education. The issue adopts a broad notion of education that involves formal and informal educational settings, kindergartens, schools and universities. Likewise, philosophy is understood widely as involving ethics, ontologies, epistemologies, and existential questions in theoretical investigations. Consequently, the aim is to take back education and philosophy that emerges from local indigenous practices, and various relations to land.},
issn = {2704-1751}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2025_2,
title = {The Teaching of Islam in Sweden},
author = {Berglund, Jenny},
year = {2025},
journal = {Interdisciplinary Contributions to Interreligious and Intercultural Teacher Education},
pages = {27--38},
doi = {10.5771/9783495992067-27},
language = {eng},
publisher = {Baden-Baden : Verlag Karl Alber},
keywords = {religious education; islam; sweden; religionssociologi}
}
@incollection{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2017_1,
title = {Was heißt Denken in der Pädagogik?},
author = {Schumann, Claudia},
year = {2017},
journal = {Bildungsphilosophie},
doi = {10.5771/9783845275376-243},
language = {ger},
publisher = {Baden-Baden : Nomos Verlagsgesellschaft}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_odenstedtanders_2012,
title = {Being a Child of One’s Time: Hegel on Thought and Cultural Context},
author = {Odenstedt, Anders},
year = {2012},
journal = {International philosophical quarterly},
volume = {3},
number = {52},
pages = {267--284},
doi = {10.5840/ipq201252333},
language = {eng},
publisher = {: Philosophy Documentation Center},
abstract = {Hegel often argues that the individual is fated to be a "child of his time" in the sense that the mind of the individual (“subjective Spirit”) is profoundly and inescapably influenced by its time, i.e. the cultural context which forms its temporal setting (“objective Spirit”). However, Hegel also suggests that the individual need not in every case be thus influenced after all. This paper discusses the following four main versions of Hegel's account of the relation between mind and its cultural context: (i) that everyday, "uneducated" (ungebildetes) thought harbors the presuppositions of its cultural context unreflectively; (ii) that philosophy overcomes the form of this unreflectiveness, but that the content of philosophy remains its time since it tries to reflectively justify current presuppositions; (iii) that this reflection occurs when a culture declines, and that philosophy, too, therefore is a child of its time, albeit in a different sense than everyday thought; and(iv) that an individual may be a minority thinker, despite what claim (i) says, but that even such an individual is a child of his time in the (even weaker) sense that he is unable to influence it, and that this is so precisely because he "transcends" it.},
issn = {0019-0365}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2020_1,
title = {What can Moral Psychology Contribute to the Understanding of an Ethics of Care?},
author = {Norgren-Hansson, Mimmi and Lindström, Niclas},
year = {2020},
journal = {Teaching Ethics},
volume = {1},
number = {20},
pages = {157--167},
doi = {10.5840/tej202132986},
language = {eng},
publisher = {: Philosophy Documentation Center},
keywords = {moral psychology; social intuitionist model; ethics of care; care ethics},
abstract = {The recent development within moral psychology has contributed to change the understanding of how people in general make moral judgements. The results suggest that moral judgements typically involve two cognitive processes, rapid emotional responses and slow acts of rational thinking, where the significance of the latter traditionally has been overemphasized. It is possible to argue that the division in moral psychology has a counterpart in an ethics of care which distinguishes between intuitive acts of natural care and deliberate choices of ethical care. The purpose of this paper is thus to discuss if and how the recent development within moral psychology can be used to understand an ethics of care as a moral pedagogical model. We will argue that the findings in moral psychology can contribute to the interpretation and application of an ethics of care which can benefit the understanding of both theories in an educational context.},
issn = {1544-4031}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundcarljohan_2025_1,
title = {Paulus profetiska praktik och samhällets förväntningar i Första Korinthierbrevet 11–14},
author = {Berglund, Carl Johan},
year = {2025},
journal = {HYBRID},
volume = {1},
number = {3},
pages = {36--60},
doi = {10.58412/hyb.v3i1.25747},
language = {swe},
publisher = {: Akademi för Ledarskap och Teologi},
keywords = {andliga gåvor; könsroller; paulus; plutarchos; profetior; prövning; slöjor; bibelvetenskap; nt; biblical studies; new testament},
abstract = {Den som vill förstå hur aposteln Paulus tycker att kristna församlingar ska praktisera det han kallar profetians gåva i relation till det omgivande samhället behöver ge sig in i hans svårtolkade undervisning i 1 Kor 11:2–14:40. Den här artikeln analyserar hur aposteln navigerar mellan korinthiernas och det grekisk-romerska samhällets förväntningar, och argumenterar för att Paulus (1) förutsätter att både män och kvinnor profeterar, (2) prioriterar en bred kategori av undervisande gåvor framför mer uppvisande gåvor, och (3) rekommenderar att manliga profeters hustrur undviker att tillrättavisa sina makar offentligt.},
issn = {2004-5425}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hgerlandtobias_2023,
title = {En paideia som ger förstånd och kunskap: Bibelns relation till antik utbildning},
author = {Hägerland, Tobias},
year = {2023},
journal = {Svensk Exegetisk Årsbok},
number = {88},
pages = {1--13},
doi = {10.58546/se.v88i1.12112},
language = {swe},
publisher = {: Svenska exegetiska sällskapet},
keywords = {antik utbildning; paideia; undervisning; bibeln},
abstract = {Artikeln utgör en kort introduktion till ämnet antik utbildning och dess förhållande till Bibeln. De olika termerna för utbildning på latin, grekiska och hebreiska diskuteras och deras semantiska innehåll förklaras. En översikt över de viktigaste resultaten av forskning om utbildningspraktiker i det antika Israel, den hellenistiska världen och den tidiga judendomen följer. Slutligen föreslås några konsekvenser av den nuvarande kunskapen om antik utbildning för tolkningen av Bibeln. Det föreslås att de bibliska författarnas bekantskap med en bredare kulturell kanon måste förutsättas, att mönster av utbildningsövningar ofta kan upptäckas i bibliska texter och att ett syfte med att sammanställa bibliska böcker till större samlingar var att lägga grunden för en alternativ utbildningskultur.},
issn = {1100-2298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_nystrmjennifer_2025,
title = {Bibelkommentarer i undervisning: Ett mångfaldigt men inte enfaldigt perspektiv},
author = {Nyström, Jennifer and Byrskog, Samuel and Tiemeyer, Lena-Sofia and Davage, David and Eriksson, LarsOlov and Mannerfelt, Frida},
year = {2025},
journal = {Svensk Exegetisk Årsbok},
volume = {1},
number = {90},
pages = {54--79},
doi = {10.58546/se.v90i1.47923},
language = {swe},
publisher = {: Svenska exegetiska sällskapet},
abstract = {This joint article, comprising five contributions, results from a workshop focused on the use of Bible commentaries in teaching at Swedish universities today. While each contribution presents a distinct style and voice, we all agree on the importance of learning how to use commentaries in higher education and, equally, the need for their active application. We also all welcome the development of more commentaries in Swedish. The first two contributions come from professors—one specializing in New Testament studies and the other in Hebrew Bible—who reflect on the practical use of commentaries in teaching and how this should or should not be approached. The following three shorter contributions focus on Bible commentaries in Swedish: what they are, how they are used, and why they are needed. One calls for the creation of Swedish commentaries for the Hebrew Bible, another surveys the field of commentaries on the New Testament, and the last provides a perspective from practical theology, emphasizing the need for commentaries accessible to laypeople.},
issn = {1100-2298}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_norgrenhanssonmimmi_2023_1,
title = {Den partiska omsorgen i elevrelationer},
author = {Norgren-Hansson, Mimmi},
year = {2023},
journal = {Utbildning och lärande},
volume = {3},
number = {17},
pages = {23--39},
doi = {10.58714/ul.v17i3.13192},
language = {swe},
publisher = {: Högskolan Dalarna},
keywords = {care ethics; peer-relations; partiality; compulsory education},
abstract = {This article delves into the dynamics of care within peer relationships, examining how care is expressed between the caregiver and the recipient of care, as well as their broader connections with others. Based on qualitative interviews with twelve pupils, this study investigates the experience of giving and receiving care, particularly in relation to partial friendships. The results uncover two key dimensions of care: internal care, which influences the motivation, understanding, reciprocity and continuity of care within the caregiver-recipient relationship, and external care, which extends beyond this relationship to encompass aspects such as social inclusion and support during conflicts. This research underscores the pivotal role of partiality in shaping the dynamics of care and raises questions about its implications within an educational environment. Furthermore, it contributes to the framework of care ethics, stimulating a philosophical discourse on the moral aspects of partiality in an educational context.},
issn = {1653-0594}
}
@misc{8ef63f47161fe5ae5c9ff94efdd6e36a_miyatanijohan_2025,
title = {Dataset: Hållbarhetsmål i Svenska gymnasieskolans läroplan och ämnesplaner},
author = {Miyatani, Johan and Söderberg, Charlotta},
year = {2025},
doi = {10.5878/tddg-wm38},
language = {swe},
keywords = {sekundärutbildning; utbildningspolitik; utbildningsmål; hållbar utveckling; secondary education; educational policy; educational objectives; sustainability},
abstract = {These datasets are compilations of all sustainability objectives found in the Swedish national curriculum for upper-secondary levels (Läroplan för Gymnasiekolan), and the sustainability objectives found in the Swedish upper-secondary common-subjects – these being social studies (Samhällskunskap), Religion (Religionskunskap), Swedish (Svenska), Swedish as a second language (Svenska som andraspråk), English (Engelska), Mathematics (Matematik), History (Historia), Science (Naturkunskap), and Sports & Health (Idrott och Hälsa). For the subject syllabi, both the outgoing (2011 versions) and new (to be implemented 2025) versions of these documents have been analyzed for sustainability objectives. When it comes to the national curriculum, a new and revised version was released in late 2024, to be implemented in 2025. A careful comparison between this new version of the curriculum and the old one was performed. This comparison revealed that no sustainability goals were removed or added in this latest version. The new version only made minor revisions, such as removing certain goals about using digitalized teaching methods and changing the word “course” to “subject” since the 2025 school reform has the goal of lessening the importance of individual courses and creating a more subject-centered view of education by, for example, introducing subject grades comprised of an average of all subject courses. Hence, only one coding scheme is presented here as the coding schemes for the 2011 and 2025 versions are identical.}
}
@techreport{8ef63f47161fe5ae5c9ff94efdd6e36a_jerkebystefan_2026,
title = {Utkast till de samhällsvetenskapliga ämnenas didaktik: Om tillträde, tillgängliggörande och tillägnelse},
author = {Jerkeby, Stefan},
year = {2026},
doi = {10.59217/ktqs2331},
language = {swe},
publisher = {Karlstads universitet},
keywords = {klafki; lacan; asplund; simmel; weber; tönnies; durkheim; tillträde; tillgängliggörande; tillägnelse; religionsdidaktik; sociologiämnets didaktik; education},
abstract = {I föreliggande arbetsrapport redovisas användningen av tre modeller: en didaktisk modell bestående av en enkel undervisningsprincip anpassad för det specifika ändamålet att begreppsliggöra ordet samhälle, en andra didaktisk modell avsedd för analys av vad som görs och sker i undervisnings-/lärandeprocesser och för det tredje en paradidaktisk meta- och verklighetsmodell för kritisk analys av själva didaktikens språkliga förutsättningar, varav undervisnings-/lärandeinnehållet är en del. Modellerna används först i tre case uppbyggda av projektarbeten genomförda av elever i den svenska gymnasieskolan. Projektarbetena genomförda i ämnet sociologi. Lärdomar från de analyserade casen överförs sedan på religionsämnet vars didaktiska förutsättningar bearbetas med hjälp av ett case, en fenomenologiskt influerad religionsdidaktik och den processmodell respektive metamodell som tillämpats på sociologiämnet. Med de tre sociologiska casen och den religionsdidaktiska bearbetningen illustreras hur man på gymnasienivå kan arbeta både begreppshistoriskt och begreppskritiskt och därigenom bidra till elevers självförståelse och till den egna självförståelsen som lärare. För religionsämnet aktualiseras den självförståelse med didaktisk innebörd som ligger i hur man uppfattar ord som ”religion”, ”religiöst” och ”religiös”. I rapporten rekommenderas en religionsundervisning som närmar sig religioner som varande ett slags språk för tydning av livet som en helhet.}
}
@book{8ef63f47161fe5ae5c9ff94efdd6e36a_freathygiles_2025,
title = {Religionsutforskarna: Ett nytt tillvägagångssätt för religionsundervisning i grundskolan},
author = {Freathy, Giles and Freathy, Rob and Doney, Jonathan and Walshe, Karen and Teece, Geoff},
year = {2025},
doi = {10.59217/wfst1168},
language = {swe},
publisher = {Karlstad University Press},
keywords = {religionsdidaktik; religionsundervisning; re-searchers; religious studies and theology; subject-specific education; ämnesdidaktik},
abstract = {Religionsutforskarna – Ett nytt tillvägagångssätt för religionsundervisning i grundskolan erbjuder en ämnesdidaktisk modell som på ett lekfullt och ändå djupgående vis visar hur man kan förankra religionsundervisning i religionsvetenskapliga metoder. Bokens författare presenterar fyra karaktärer – Frågvisa Frida, Dialogiska Didrik, Pröva på-Pelle och Se sammanhangen-Sara – vilka alla speglar olika religionsvetenskapliga metoder för ett utforskande av religion. Karaktärerna fungerar som handfasta hjälpmedel för att i klassrummet utforska frågor som ”Hur lär vi oss om religion?”, ”Hur kan vi samtala om eller undersöka olika religiösa uttryck?” och ”Hur kan jag själv gå tillväga för att förstå, uppleva eller analysera?”}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_axinderemma_2024,
title = {Knowledge of Life and Death! A Classroom Study of Gender Negotiations among Pupils and Teachers in Primary School History Education},
author = {Axinder, Emma and Larsen, Pontus},
year = {2024},
journal = {Nordidactica},
volume = {2024},
number = {14},
pages = {110--127},
doi = {10.62902/nordidactica.v14i2024:2.26163},
language = {eng},
publisher = {Karlstad : Karlstads universitet},
keywords = {gender norms; history education; primary school; subject positions; postfeminism; subject-specific education},
abstract = {In this article, we analyse how gendered subject positions during the Middle Ages are talked about in the history education classroom in primary school. Discourses about gender norms in the past were followed by discourses about how to interpret these differences and injustices, where we see that: i) the interpretations are constructed as being linked to biology, ii) teacher and pupils construct a present ‘us’ who understand better than a past ‘they’, an us who have greater freedom of action to choose for ourselves how to live our lives, and where iii) this is explained by the view that mediaeval people did not understand very well. It is between these discourses that the negotiation of how to interpret gender norms and gendered positions takes place. Negotiations result in a discourse that stresses today’s society as one of equality and equity. These discourses also enable various counter-discourses in which pupils challenged the constructions of women in the past offered by the teacher and textbook in the classroom.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_andreassenyvindsoltun_2025,
title = {Ni grunnsteiner for undervisning om kjønn og kjønnsidentitet. Et bidrag til etablering av trygge rom for meningsmangfold.},
author = {Andreassen, Øyvind Soltun},
year = {2025},
journal = {Nordidactica},
volume = {2025},
number = {15},
pages = {90--121},
doi = {10.62902/nordidactica.v15i2025:1.26117},
language = {nor},
publisher = {Karlstad : CSD Karlstad},
keywords = {gender education; gender identity; lived norms; controversial issues; subject-specific education; ämnesdidaktik},
abstract = {This paper presents nine foundation stones for teaching about sex, gender and gender identity, proposed by the author as a basis for pragmatic consensus on how these issues should be addressed in Norwegian public schools. Initially integrated into a pedagogical design for Religion and Worldview Education teacher candidates, the foundation stones were subsequently refined through iterative feedback from a wide range of school actors and stakeholders. Following an exposition of these developmental stages, the paper will discuss the foundation stones in relation to norm-critical pedagogy, as it is presented and employed by two influential Norwegian teacher educators. Considerable alignments exist between their norm-critical approach and the foundation stones. A notable divergence, however, regards the role of disagreement in learning about gender issues. While the foundation stones explicitly promote student engagement with a wide range of perspectives and understandings, the norm-critical approaches in question imposes significant limitations on binary understandings’ access to the classroom. Although these limitations rest on vital concerns to safeguard transgender or gender questioning students, they risk obscuring critical distinctions within gender conservative viewpoints. To address this issue without jeopardizing the well-being of vulnerable students, the author recommends, firstly, to amplify teachers’ responsibility to ensure student safety through context-sensitive adjustments of how a given class should interact with the diversity of viewpoints. Secondly, to incorporate a lived perspective on norms into norm-critical approaches. This will enable students to critically and emphatically explore the diversity of norms arising from the ways humans navigate and apply norms in specific situations and in relation to other norms.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_jverbyannica_2025,
title = {Problematisk skolfrånvaro i relation till skola och undervisning - ett ämnesdidaktiskt perspektiv},
author = {Jäverby, Annica and Osbeck, Christina and Stolare, Martin},
year = {2025},
journal = {Nordidactica},
volume = {2025},
number = {15},
pages = {1},
doi = {10.62902/nordidactica.v15i2025:1.26238},
language = {swe},
publisher = {Karlstad : CSD Karlstad},
keywords = {problematic school absence; school absence; school attendance; social sustainability; didactic; subject matter education; subject-specific education; ämnesdidaktik; religious studies and theology},
abstract = {The purpose of this study is to investigate the content selection and transformation processes utilised by upper primary teachers for pupils with problematic school absences in history and religious education. While previous research has approached the topic from either an individual perspective or a relational school perspective, this study adopts a subject-didactics approach. Based on nine teacher interviews, the analyses were conducted stepwise, initially inductively and then in relation to Wolfgang Klafki's framework, combined with established concepts from history education and religious education research. The content emphasized for pupils generally aligns closely with Klafki's assertions regarding what is essential, namely, content that aims to develop pupils' understanding of society, thereby becoming both subjectively and objectively meaningful. For pupils with problematic school absences, a pattern emerges where the subjectively meaningful, reflecting the pupil's interests, is emphasized more. The article discusses the risk that this may lead to limited opportunities for this group of pupils to broaden their perspectives and knowledge in order to understand and navigate in society. },
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_sterengdagivind_2025,
title = {Religious Education in Transit - Teachers’ Experience of Digital Transition in Teaching Religion and Worldviews: An Interpretative Phenomenological Approach},
author = {Østereng, Dag Øivind},
year = {2025},
journal = {Nordidactica},
volume = {2025},
number = {15},
pages = {119--148},
doi = {10.62902/nordidactica.v15i2025:3.26765},
language = {eng},
publisher = {Karlstad : CSD Karlstad},
keywords = {digital transition; digital literacy; didactics of religion; diversity and conflicts; elevkanalen; subject-specific education; ämnesdidaktik},
abstract = {This article investigates RE teachers’ experiences using digital educational resources, focusing on how this use influences their didactical discernment and understanding of their roles. Using an interpretative phenomenological approach, the study uncovers the complexities of integrating digital resources into educational practice, particularly in the context of RE. It reveals varying adaptive mindsets regarding the utilisation of these resources. The TPACK framework is employed to illustrate the complex interplay between technological, pedagogical, and content knowledge, underscoring the importance of ongoing professional development. Additionally, the Norwegian research-based knowledge summary led by Elaine Munthe and Ola Erstad highlights the challenges of conceptualising digitalisation. The findings indicate that while digital resources provide new opportunities, they also introduce challenges teachers must navigate carefully as they transform their didactical approaches and discernments.},
issn = {2000-9879}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2016_1,
title = {Graphic Contaminations: Cosmopolitics of the ‘I’ in American Born Chinese and Persepolis},
author = {Schumann, Claudia},
year = {2016},
journal = {Studier i Pædagogisk Filosofi},
volume = {2},
number = {4},
pages = {38--53},
doi = {10.7146/spf.v4i2.22423},
language = {eng},
publisher = {: Det Kgl. Bibliotek/Royal Danish Library},
keywords = {cosmopolitanism; education; graphic novels; american born chinese; persepolis; stanley cavell},
abstract = {The article explores the demands that the conflictual dimension of globalization poses for a cosmopolitan education. Such an emphasis seems necessary in times where the populations who undertake inter- and intra-national border crossings are increasingly those who are forced to: those trying to escape unbearable poverty, atrocious wars, the disenfranchised and victims of racist, sexist or religious persecution. Reflecting on the experiences articulated in the two graphic novels, Persepolis and American Born Chinese, the dimension of the globalizing world and its impact and demands on its future world citizens which comes to the fore is one that highlights the necessity for learning how to take a critical and political stance rather than the search for how education can facilitate a smooth adaptation to a new mobile order. Stanley Cavell’s examination of the relationship between autobiography, philosophy, and the founding of a self-reliant voice will be reconsidered in light of its contribution to re-thinking the meaning of a cosmopolitan education between critical self-appropriation and developing a transformative political vision of a new societal order.},
issn = {2244-9140}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_hllandermarie_2018,
title = {Inhabiting a Place in the Common: Profanation and Biopolitics in Teaching},
author = {Hållander, Marie},
year = {2018},
journal = {Studier i Pædagogisk Filosofi},
volume = {1},
number = {6},
pages = {69--82},
doi = {10.7146/spf.v6i1.102661},
language = {eng},
publisher = {: Pædagogisk filosofisk forening},
keywords = {public education; the common; biopolitics; social injustice; representations of suffering; giorgio agamben; sara ahmed; subject learning and teaching; ämnesdidaktik; education},
abstract = {This article considers the common and shared world in teaching, by reference to the concept of profanation in relation to biopolitics. “To profane”, means to treat something (or someone) as worldly and as something “that can be played with”. The act of profanation has implications for how objects that are “put on the table” can be regarded in teaching and how these “objects” can become public goods. But what happens when things that are used in teaching are representations of social injustice and suffering? This article will give a critique of the idea of profanation, specifically discussing when teaching deals with social injustice and representations of suffering.},
issn = {2244-9140}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2018_2,
title = {Shifting feminist politics in education: Contemporary philosophical perspectives},
author = {Schumann, Claudia and Hållander, Marie},
year = {2018},
journal = {Studier i Pædagogisk Filosofi},
volume = {1},
number = {6},
pages = {1--4},
doi = {10.7146/spf.v6i1.102806},
language = {eng},
publisher = {: Det Kgl. Bibliotek/Royal Danish Library},
keywords = {education},
abstract = {The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.},
issn = {2244-9140}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_schumannclaudia_2018_3,
title = {On Happiness and Critique: From Bouquet V to ´possible elsewheres´},
author = {Schumann, Claudia},
year = {2018},
journal = {Studier i Pædagogisk Filosofi},
volume = {1},
number = {6},
pages = {83--96},
doi = {10.7146/spf.v6i1.102948},
language = {eng},
publisher = {: Det Kgl. Bibliotek/Royal Danish Library},
keywords = {feminism; paranoid reading; affirmative critique; diffraction; sara ahmed; whiteness; social justice education},
abstract = {The paper explores the relationship of happiness and critique. It is a reflection on a decade of being trained in and practicing philosophical critique. It is a reflection on experiences I had during teaching on social justice, inclusion and diversity; and it is a reflection on the on-going debate on negative vs. affirmative forms of critique within feminist philosophy. It is also an exercise in imagining a transformation of our critical practices, where the embrace of more affirmative (rather than destructive-negative) modes of critique does not entail overlooking or turning a blind eye to the barriers that unjustly restrain some movements and allow for others' privileges to persist. I suggest that a diffractive approach to critique would allow for joyfully interchanging and alternating appropriate modes of debunking, of being the killjoy against sedimentations that weigh some of us down, with other modes of critique which allow us to augment and lift up examples of already on-going structural change.},
issn = {2244-9140}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2023_3,
title = {Islamic supplementary education as an extra-curricular activity},
author = {Berglund, Jenny},
year = {2023},
journal = {Tidsskrift for islamforskning},
volume = {2},
number = {17},
pages = {119--135},
doi = {10.7146/tifo.v17i2.142419},
language = {eng},
publisher = {: Det Kgl. Bibliotek/Royal Danish Library},
keywords = {islamic education; extra-curricular activities; co-curricular activities; social capital; bridging and bonding; didaktik med inriktning mot lärararbete och lärarprofession; didactic science for teachers and teaching professions},
abstract = {Sociological studies have shown that teenagers in larger Swedish cities from ‘poor result schools’ participate in extra-curricular activities connected to religion more frequently than others, and that involvement in such religious activities is positive in terms of educational outcomes for pupils from the lower strata of the social hierarchy. These findings raise new questions about supplementary Islamic education, as this is one type of religious extra-curricular activity found in many such areas. The article is based on interviews with students as well as observations from four Swedish mosques. The purpose is to discuss how we can understand the potentially compensatory effect of supplementary Islamic education. Thus, the emphasis is not on the traditional core of Islamic education, but on what we can call co-curricular Islamic educational activities, such as football, homework help, and mathematics. },
issn = {1901-9580}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_anderssontobias_2023,
title = {Islamisk vinpoesi från Ibn al-Farid till Ian Dallas},
author = {Andersson, Tobias},
year = {2023},
journal = {Tidsskrift for islamforskning},
volume = {2},
number = {17},
pages = {215--234},
doi = {10.7146/tifo.v17i2.142491},
language = {swe},
publisher = {: Forum for Islamforskning (FIFO)},
keywords = {sufism; poesi; vin; khamriyya; ibn al-farid; ibn ʻajiba; ian dallas; abdalqadir as-sufi; systematisk teologi; systematic theology},
abstract = {Genom islams historia har sufiska poeter ofta beskrivit den överväldigande kärleken till Gud som en berusning på vin – den gudomliga kärlekens eviga vin som genomsyrar allt som existerar. Föreliggande artikel utforskar tre uttryck för sufisk vinpoesi från olika historiska sammanhang: först den egyptiske poeten ʻUmar b. al-Farids (1181–1235) omtalade vinsång, khamriyya, därefter den marockanske sufishejken Ahmad b. ʻAjibas (1747–1809) kommentar till Ibn al-Farids vinsång och slutligen den skotske sufishejken Ian Dallas (1930–2021, även kallad Abdalqadir as-Sufi) kommentar till Ibn ʻAjibas tidigare nämnda kommentar. Syftet är att lyfta fram vinpoesins betydelse i sufiska sammanhang som ett sätt att inte bara beskriva Guds kärlek och uttrycka erfarenheten av denna kärlek utan även vägleda andra människor till liknande andliga tillstånd. Artikeln belyser därmed vinpoesins didaktiska användning som utgångspunkt för sufisk undervisning och som uttryck för de andliga insikter och tillstånd som denna undervisning avser att förverkliga. Det framträder särskilt tydligt i Ibn ʻAjibas och Ian Dallas kommentarer. Artikeln belyser även vinpoesins fortsatta betydelse i sufiska sammanhang, långt efter genrens stora genomslag på 1200-talet, numera även i engelskspråkiga sammanhang. Medan Ibn al-Farids poesi är förhållandevis väl utforskad har varken Ibn ʻAjibas kommentar eller Ian Dallas superkommentar inkluderats i tidigare studier av islamisk vinpoesi.},
issn = {1901-9580}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_berglundjenny_2023_4,
title = {The teaching of Islam in Scandinavia: Three ways to handle religious minorities, societal ideals, and moderate secularism},
author = {Berglund, Jenny and Gilliam, Laura and Siječić Selimović, Amina},
year = {2023},
journal = {Tidsskrift for islamforskning},
volume = {2},
number = {17},
pages = {6--38},
doi = {10.7146/tifo.v17i2.142770},
language = {eng},
publisher = {: Det Kgl. Bibliotek/Royal Danish Library},
keywords = {islamic education; scandinavia; muslim schools; secularism},
abstract = {Introduction},
issn = {1901-9580}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_grothcamilla_2021,
title = {Conference proceedings of the 1st biennial international conference for the craft sciences – biccs 2021},
author = {Groth, Camilla and Westerlund, Tina and Almevik, Gunnar},
year = {2021},
journal = {FormAkademisk},
volume = {2},
number = {14},
pages = {1--6},
doi = {10.7577/formakademisk.4361},
language = {eng},
publisher = {: OsloMet - Oslo Metropolitan University},
keywords = {craft research; craft sciences; practice-led research; practitioner researcher},
abstract = {The papers appearing in this issue comprise the proceedings of the 1st Biennial International Conference for the Craft Sciences, held online during 4–6 May 2021, initiated by the Craft Laboratory, affiliated at the Department of Conservation, University of Gothenburg, Sweden. The Craft Laboratory was established in 2010 in cooperation with heritage organisations, craft enterprises and trade organisations, to empower craftspeople in the complex processes of making. The comprehensive agenda is to bring research into practice and involve craftspeople in the processes of inquiry. Among the operational tools are Master Classes provided for highly trained professional craftspeople in particular skills. Craft Scholarships are offered to craftspeople to investigate a problem or question in their practice, or develop ideas to improve methods or techniques. The site-specific workshop capacity in Mariestad allows craft researchers to implement research questions in practice and to perform full-scale tests in our masonry, carpentry and painting workshops, as well as in the timber building yard, greenhouses and gardens.},
issn = {1890-9515}
}
@article{8ef63f47161fe5ae5c9ff94efdd6e36a_pihlgrenpaula_2023,
title = {The Gardener’s Practical Knowledge The importance of time, reflection and knowledge of a place to become a site builder},
author = {Pihlgren, Paula},
year = {2023},
journal = {FORMakademisk},
volume = {4},
number = {16},
pages = {4},
doi = {10.7577/formakademisk.5426},
language = {eng},
publisher = {: The Assosiation FormAkademisk},
keywords = {genius loci; practical knowledge; reflection; site building},
abstract = {With this article, I want to raise questions about the gardener’s practical knowledge in order to create greater awareness in educational contexts and working life of the importance and application of what it means to be and work as a gardener. Practical knowledge takes time to develop and requires experience and conscious reflection. It also requires knowledge of the particular site you are working with, which in principle is always complex, as it involves everything from natural habitats to human expressions, such as history. To understand what practical knowledge is, I drew on situations from my working life and discuss these with references that highlight the importance of involving different forms of knowledge, phenomenology and hermeneutics. I used the concept of genius loci to formulate the meaning of places and posthumanist thoughts on the relationship between humans and nature. My conclusion is that experience, reflection and knowledge of a place are central to building sites, a task in which the gardener is highly involved. I conclude with a number of questions about how to work with these aspects of the profession in education and working life. },
issn = {1890-9515}
}