@inproceedings{c409ac05a15d50cd948c3615f54d9525_abrahamgetahunyacob_2014, title = {Learning through short field studies, Swedish students voice on field studies in schools in South Africa.}, author = {Abraham, Getahun Yacob and von Brömssen, Kerstin}, year = {2014}, language = {eng}, abstract = {AbstractThe focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_abrahamgetahunyacob_2018, title = {Swedish student teachers´ perspectives on their short field study in South Africa}, author = {Abraham, Getahun Yacob and von Brömssen, Kerstin}, year = {2018}, language = {eng}, keywords = {field study; intercultural competence; internationalization; student teachers; education}, abstract = {This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”.   } } @mastersthesis{c409ac05a15d50cd948c3615f54d9525_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.} } @techreport{c409ac05a15d50cd948c3615f54d9525_arvemotobias_2024, title = {Jag trivs, men ...: Inkludering och exkludering vid Högskolan Väst}, author = {Arvemo, Tobias and Beckman, Anita and von Brömssen, Kerstin and Kullgren, Carina}, year = {2024}, language = {swe}, publisher = {Högskolan Väst}, keywords = {inclusion; exclusion; academia; ethnicity; monocultural norm; inkludering; exkludering; akademi; monokulturell norm}, abstract = {The academy, like any other workplace, is characterized by social, difference-creating processes that, seemly inevitably, results in unequal working conditions among employees. Subtile, informal structures of power, as opposed to the formal once, are both complex and difficult to detect, but research show that patterns of inequality based primarily on gender, ethnicity, religion and language create difficult obstacles to inclusion and equal treatment in academia. So, how about University West? How inclusive are we as an organization? What do the employees themselves have to say, if asked? The overall aim of our research project was, in accordance with the above-mentioned questions, to seek knowledge about employees’ thoughts on, and experiences of, inclusion in everyday working life at University West, with a particular focus on ethnicity.Both qualitative and quantitative research methods were used for collecting and processing of data. In order to gain an overview of employees’ perceptions of inclusion at University West, a questionnaire, primarily linked to the seven grounds of discrimination, was distributed to all employees. In total 101 responses were received. In parallel with the survey, thirteen in-depth interviews were conducted with employees at the university’s various work units. A comprehensive interview guide with relatively open questions about work and career opportunities was used. The majority of the interviewees are teachers and researchers, and most of them have a migrant background.The survey shows that experiences of differential treatment are mainly related to gender, age, academic position and social class. Respondents with a migrant background feel that they receive less respect from colleagues than those with a Swedish background, and the same applies to those who consider it difficult to communicate in Swedish. Disparaging comments in everyday work life are mainly linked to factors such as not being able to speak Swedish, nationality, age and ethnicity. The prevalence of derogatory speech about both women and men shows relatively high figures.During the interviews, it emerged that most of the informants enjoy their work, but that some problematic patterns and behaviours make it difficult to feel welcomed and completely “at home” within the organization. “Us - and - them” categorizations, not least based on ethnic background, but also based on gender, age and religion, are highlighted. A lack of curiosity about experiences and competencies of “others”, alongside with a mono-lingual norm where a perceived demand for “correct” Swedish reinforces the presence of a non-inclusive mono-culture and a feeling of constantly being positioned as “the Other” in everyday working life. Language, not unexpectedly, emerges as a key factor in the demarcation between “us” and “them”, as do restrictive behaviour codes and other local norms. There are several perceived obstacles to work and career opportunities, but the one that most often is mentioned is a lack of personal connections and informal networks within which inquiries and recruitment are perceived to take place on a personal basis rather than on documented experience, merits and skills. Allying oneself with the “right” people, making friends with persons who has power and influence, is seen as a fundamental prerequisite for moving upwards within the organization. The interviewees also pointed to a culture of silence in which it is perceived as difficult, or futile, to raise problems relating to discrimination, racist jargon or sexual harassments. A lack of transparency when it comes to internal funding and recruitment, and a clear discrepancy between organisation’s articulated values and what it really looks like in reality, are further examples of problems raised.In summary, the empirical data shows us that employees have various experiences of exclusionary behaviors, mechanisms and patterns in everyday working life at Högskolan Väst, and that a greater sensitivity among colleagues and management to unequal working conditions and issues concerning inclusion, is requested. Our hope is that this study will contribute to a more open discussion about these types of sensitive issues, issues that more often need to be addressed as a common problem for the entire organization, rather than a problem for just a few.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_bakmaren_2006, title = {interrogating Childhood and Diaspora}, author = {Bak, Maren and von Brömssen, Kerstin}, year = {2006}, journal = {9th EASA Biennal Conference Bristol 2006 Conference programme}, language = {eng}, keywords = {childhood; diaspora; sweden; place; belonging}, abstract = {The concept of diaspora has opened new ways of scolarly discussions of ethnicity and migration. However the concept has been applied very little to understand childhood and the ways children in ethnic minority groups construct their everyday life and form their identity. This article seeks to start such an analysis based on the theoretical understanding of the competent child who actively contributes to everyday life at home, in school and among friends. The study is based on interviews with young children who live in a Swedish multicultural area and the analysis focuses on issues relating to diasporic consciousness and diasporic practises from a child perspective. The results show how the children negotiate their identity and belongings to places how they make their own distinctions between home and homeland and how they in everyday life actively contribute to sustaining transnational kin networks.} } @article{c409ac05a15d50cd948c3615f54d9525_bakmaren_2010, title = {Interrogating Childhood and Diaspora Through the Voices of Children in Sweden}, author = {Bak, Maren and von Brömssen, Kerstin}, year = {2010}, journal = {Childhood}, volume = {1}, number = {17}, pages = {113--128}, language = {eng}, keywords = {childhood; diaspora; sweden; place; belonging}, abstract = {This article introduces the concepts of diaspora and transnational networks to research on children with migrant backgrounds. It is based on interviews with children who live in a Swedish multicultural area and the research questions focus on issues relating to diasporic consciousness and diasporic practices from a child’s perspective. The results show how the children negotiate their identity and belongings to places, how they make their own distinctions between home and homeland and how in everyday life they actively contribute to sustaining transnational kin networks.}, issn = {0907-5682} } @book{c409ac05a15d50cd948c3615f54d9525_2013, title = {Barndom och migration}, year = {2013}, language = {swe}, publisher = {Boréa} } @incollection{c409ac05a15d50cd948c3615f54d9525_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{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2018, title = {Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2018}, journal = {ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy}, language = {eng}, keywords = {civic orientation; migrants in sweden; power relations/values; intersectional perspective; gender/ethnicity; recently arrvied migrants; swedish context; values; governing; narrative approach; discourse analysis; intersectional perspectives}, abstract = {General description (research questions, theoretical framework) Different social models for integration and citizenship are increasingly discussed in Europe. Previously recognized conventions of citizenship, about who the citizen is, may or should be challenged (Joppke 2007). Discussions in both research and political organizations can be seen as a consequence of the decline in variations of “multicultural” models that were fundamental to integration policy in Sweden, as well as in several other European states (ibid.; Sonninen 1999). In Sweden, the multicultural integration policy in 1975 was formulated through the three key concepts: equality, freedom of choice and collaboration (prop. 1975:26). During the 1980s, cultural and ethnic group rights were reduced and adaptation to international policy took place. A further shift occurred in the early 1990s with ever higher individual demands on the migrant from the states across Europe. Among other things, there was increasing demand for participation in education such as language courses and courses on social orientation. After the investigation “Sweden for newly arrived migrants – Values, welfare state, everyday life” (SOU 2010:16) a new regulation was added: “Civic orientation for some newly arrived immigrants” (SFS 2010:1138). Through this law, homogenization and national standardization of education efforts have been developed. This applies to both implementation and teaching materials; e.g. the textbook “About Sweden” (first edition 2010, City of Gothenburg, latest edition 2017), which we have analysed. Each municipality is required to organize and offer newly arrived immigrants civic orientation; courses described by organizers to “give keys to Swedish society”. Government control includes that the county administrative boards annually monitor the activities and return the results to the government. The orientation should preferably take place in the mother tongue in dialogue and reflection with support of “civic communicators”, who will have some educational skills (SFS 2010:1138). This education initiative raises a number of issues that we discuss in our contribution from an intersectional perspective, but with a particular focus on gender. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications often function as demarcations between “Swedes” and “the Other” (Carlson & Kanci 2017; Forbes et al. 2011). Theoretically, our contribution rests on a narrative and discursive approach (Andrews 2007; Fairclough 2003). The standardization and homogenization developed for civic orientation in the Swedish context can also be seen as a powerful state governance in line with Foucault's perspective on governmentality (Foucault 2000), which is useful for the analysis of policy documents and teaching materials. Also Bacchi’s social constructionist analytical framework (2008) is used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. Our interest is directed to questions about how the participants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We have explored how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the education. Our interest has also been to investigate how narratives about Sweden, “Swedishness”, “Swedish values”, citizenship, everyday life and welfare state emerge in civic orientation for newly arrived immigrants (cf. Griswold 2010; Yuval-Davis 2011). Research questions • What social and cultural values/norms regarding Swedish society are articulated in policy documents and teaching materials? How are these related to gender and ethnicity from an intersectional perspective? • What narratives about the newly arrived migrants are conveyed in the civic orientation’s documents and teaching materials? Which individuals/groups are included, respectively, excluded? • What dominant stories are visible? Are there also “counter stories” expressed? • What experiences and reflections do migrants highlight in their own stories of having participated in the education? Methods/methodology The empirical data consists of policy and steering documents, teaching materials, mainly the textbook “About Sweden” in different editions used in civic orientation, and interviews with some migrants who previously participated in the education. An intersectional perspective has been used in the narrative and discursive approach to examine how different (re)constructions are linked and interact with, for example, gender, ethnicity, class and religion/view of life (Christensen & Qvotrup Jensen 2012; Yuval-Davis 2011). Methodically we have searched for organizing recurring concepts that hold together and substantiate dominant speech as well as visual representation in teaching materials. Narratives related to discursive themes turned out to be a useful comparative tool – especially as regards nationalism and self-image related to the intersection of gender and ethnicity (cf. Carlson & Kanci 2017). A narrative is about a relational, situational and contextual story and is of existential value to human beings – both individually and collectively (Yuval-Davis 2011). This is something that we also will emphasize in the analysis of the still ongoing interviews with migrants who previously participated in the education. Expected outcomes/results The preliminary analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the material and how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbooks “Om Sverige” (“About Sweden”). Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and is thus an object that always is about to be changed, which the course participants sometimes show resistance to. A perspective of fostering (cf. Carlson & Kanci 2017; Eriksson 2010) and ”Othering” (Osman 1999; Rosén & Bagga-Gupta 2013), as well as a strongly dominant gender equality discourse is disernable in the material, where gender positions occupy an idealized “Swedish” framing. Both women and men who have migrated to Sweden are almost automatically placed as more traditional and less equal than men and women born in Sweden (Knocke 2011; Magnusson et al. 2008; Yazdanpanah 2013). There seems to be reason to still discuss the three key concepts formulated in the 70's in the bill as regards the multicultural integration policy (prop. 1975:26): equality, freedom of choice, collaboration. The case of civic orientation for migrants in a Swedish context can be seen as both disciplinary and mobilizing (cf. Abdulla 2017; Eriksson 2010) and analysis of material and experiences from participants are important in order to fill a gap in research on the “social problem of integration”.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2016, title = {Constructions of the pupil/citizen in the Swedish Curriculum of 2011: Displacements and Sediments in the Educational Landscape}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2016}, journal = {ECER 2016 : Leading Education}, pages = {23}, language = {eng}, keywords = {curriculum; pupil; citizen; educational science}, abstract = {Writing or revising a curriculum is often an extremely complex and contradictory process (Young & Diem 2014) and can be viewed as a discursive battlefield (e.g. Ball 1991, Levinson et al 2009, Ozga 2000, Taylor et al 1997). Furthermore, educational policies can be seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts (Taylor 2004) and thus interesting to analyse, especially in "globalizing and new times" (Ball, Goodson & Maguire 2007). Despite the discourses of globalization we also experience worldwide a tightening of control on students, educators, administrators, and the schooling process in general through national-level educational policies (Young & Diem 2014). There are interesting tensions to pay attention to between the local and global. This paper outlines various constructions of the pupil/the future citizen and discursive tensions with a particular focus on the latest curriculum in Sweden, Lgr11, Curriculum for the compulsory school, preschool class and the recreation centre, Läroplan för grundskolan, föreskoleklass och fritidshemmet 2011). We have been particularly interested in issues such as: How is the 'right' citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? In order to get a comparative perspective, we have asked the same questions to the previous curriculum, Lpo94, Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre.Theoretically our contribution primarily is informed by the discourse analytical research field (e.g. Ball 1991; Taylor, 1997; Taylor et al., 1997) and notably by critical discourse analysis (see Fairclough, 1992, 2003; Chouliaraki & Fairclough, 1999). Critical discourse analysis examines how texts construct representations of the world and there is an emphasis on highlighting how practices and texts are ideologically shaped by relations of power. Tensions between different conceptions and positionings concern what counts as valuable knowledge also related to the local and global context, which is emphasised in our study.} } @incollection{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2011, title = {Kritisk läsning av pedagogiska texter - en introduktion}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2011}, journal = {Kritisk läsning av pedagogiska texter - genus, etnicitet och andra kategoriseringar}, pages = {15--46}, language = {swe}, publisher = {Lund : Studentlitteratur}, keywords = {språk; identitet; språkpolitik; ungdomsskola; vuxenutbildning; kritiska perspektiv; didaktiska perspektiv; lärande i utbildnings- och samhällskontexter.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2018_1, title = {Multilingual Education in Sweden and beyond - A discussion on policy and practice with examples from an ethnographic study}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2018}, journal = {JustEd International Research Conference Promoting Justice through Education Helsinki 22-23 May 2018}, language = {eng}, keywords = {multilingual education; sweden; policy; practice; ethnographic study}, abstract = {In contemporary Sweden and since the nineties, beside Swedish as the main language, about 200 languages are spoken, most of these migrant languages. There are also five official minority languages. This contribution will provide a short overview of the new multilingual Sweden and present some definitions from the linguistic landscape. Likewise, some examples from the current language policy will be presented as well as some general results from the educational context. Despite good intentions, in practice various “gaps” occur. Some theoretical reflections of this discrepancy will be discussed; among other things: “linguicism”, deficit ideologies and policy as a process of interpretation. Several methods – e.g. discourse analysis, interviews, policy analysis, ethnographic studies – can be used to study these discrepancies. The linguistic landscape in the Swedish context has been even more visible and challenged after the 2015 migration wave. In this contribution, also some empirical examples from a research project, “Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden” will be presented and discussed. The project, an ethnographic study, focusing newly arrived migrant students’ learning in secondary school in eight different schools and about 15 classes. A specific focus is on models of teaching Swedish as a second language. Five researchers are involved and the empirical data contains of observations and interviews with teachers, language support tutors, headmasters and administrative directors at the municipality level. The theoretical framework is grounded in an ecological system theory and philosophies of culturally responsive teaching. The analysis from the project shows various models of teaching Swedish as a second language and diverse models of inclusion for newly arrived students in ordinary classes. Some models use direct inclusion or indirect inclusion in ordinary classes. Other models are more flexible with various forms of language support. The schools are very differently organized with multifaceted practices of interpretation of language policies and teaching. The various organizational models are highly dependent of the interpretations of language policies by the leadership in the local municipality as well as at the local school. This in turn means that newly arrived students will meet different possibilities in being successful in learning the new language in school. Furthermore, the research area of multilingualism is often very absent in the educational practice, which is also related to what kind of teacher education the teachers once attended. Has for example multilingualism as a perspective been present in their teacher education? All together the research project and our general presentation underlines the need for further education for teachers in multilingualism in the new multilingual Sweden – and this goes also for all subjects as all teachers have to deal with language education.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2016_1, title = {Producing Future Citizens through Curricula Policies in Sweden: Critical reflections onborders/boundaries from a Nordic perspective and beyond}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2016}, journal = {MIGRATION AND SOCIAL INEQUALITY}, pages = {172}, language = {eng}, publisher = {: Nordic Migration Research (NMR), University of Oslo (UiO)}, keywords = {educational policies; pedagogical texts; inclusion/exclusion; educational science}, abstract = {Educational policies for education are important as they form the basis for educational practices and regulate the knowledge production within different subjects. In our interdisciplinary research we critically analyse processes of curriculum work during the curriculum revision process (2010-2011) for the social science subjects in the later years of mandatory schooling in Sweden. Questions are raisedon whose history is made visible and what voices are heard. Furthermore what borders/boundaries can be discerned? The research is part of the larger transnational project Future citizens in pedagogical texts and education policies - Examples from Lebanon, Sweden and Turkey with the aim of examining how globalization processes are expressed in educational policies and pedagogical texts.Swedish educational documents, curricula and interviews with subject matter experts and educational bureaucrats form the empirical data for this contribution. The analyses show that a discursive battle between different actors and perspectives took place. The subject matter experts wanted a more inclusive and global understanding, especially the subject experts in geography articulated a worldwide perspective: "We wrote the world", while the Minister of Education and his expert proposed a stronger Nordic and even a nationalistic perspective from a Swedish point of view. The pupils should learn places and rivers in Sweden, the Swedish regions and Scandinavia. The Minister of Education and his expert also made changes in the syllabi manuscripts, thus discarding the geography subject matter experts' views. As a result, a Nordic perspective and a strong marking of national borders took place in the curriculum. Although this discussion is not about the actual citizenship perse, can the final decisions for the text in the curriculum in various ways contribute to boundaries/borders. This way of argumentation can be seen as leading to an exclusion and "othering"within a nation. In Sweden today 21 percent of the pupils in compulsory school officially are classifiedas having a "foreign background"; meaning the students themselves are born abroad by foreign parents or both parents were born abroad. Here there are many questions to ask/discuss in terms ofconsequences for various groups and inclusion/exclusion and belonging.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_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{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2016_2, title = {What Knowledge Counts when Revising a Curriculum?: On Discursive Positionings in the Swedish Educational Landscape.}, author = {Carlson, Marie and von Brömssen, Kerstin}, year = {2016}, journal = {NFPF/NERA's 44th Congress 2016 : Social Justice, Equality and Solidarity in Education}, pages = {31--32}, language = {eng}, publisher = {Helsinki : University of Helsinki}, keywords = {swedish national curriculum; lgr 11; curriculum process; educational documents; educational science}, abstract = {Writing or revising a curriculum is often anadvanced process as education can be viewed as adiscursive battlefield. Furthermore, educational policies are often seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts and thus interesting to analyse,especially in 'the age of globalization'. This paper outlines perspectives on the policy process taking place in order to revise the Swedish National Curriculum, now known as Lgr 11.} } @phdthesis{c409ac05a15d50cd948c3615f54d9525_cooperami_2019, title = {Skolan som demokratiprojekt: En poststrukturell diskursanalys av demokratiuppdrag och lärarsubjekt}, author = {Cooper, Ami}, year = {2019}, language = {swe}, publisher = {Karlstads universitet}, keywords = {discourse theory; poststructural analysis; compulsory school; democratic education; teacher subject; a school free from abuse; diskursteori; poststrukturell analys; grundskola; demokratiuppdrag; lärarsubjekt; kränkningsfri skola}, abstract = {Based on a poststructural discourse-theoretical perspective, the aim of this thesis is to critically examine the construction of the Swedish compulsory school’s democratic education and its consequences for the teacher subject, in educational policy texts. Set against the backdrop of what is commonly referred to as a crisis of democracy, the study takes its point of departure in changes in educational politics in recent decades and the new national curriculum for the compulsory school in 2011.The thesis uses the poststructural discourse-theory of the political philosophers Ernesto Laclau and Chantal Mouffe as its theoretical and methodological framework. Their main objective has been to revive socialist politics by suggesting a radical, plural democracy as an alternative for a new left.A number of national policy texts were chosen for the analysis. The selection covers official reports and government bills on the Education Act and on the Teacher Education Reform Act, the Education Act, the National Curriculum and a selection of documents from the Swedish National Agency for Education, ranging from 2008 to 2018.The main results show that democratic education rests on a notion of the democratic society which creates relations between a democratic universalism based on individual rights and an unspoken national homogeneity. Democratic education is constructed as a broad and complex task aiming at the fostering of democratic competence, assuring equivalent education and counteracting abusive behaviour. The impact of neoliberal policy and new public management philosophy is evident in the empirical material analysed.The study concludes that democratic education is constructed as part of a management perspective where democracy becomes the means of achieving a goal – the governed subject – which relates to pupils and teachers alike. In addition, the focus on consensus and rational thinking as well as the tendency to locate conflict resolution in the legal sphere contribute to the notion of a school free from abuse.} } @incollection{c409ac05a15d50cd948c3615f54d9525_franckolof_2023, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_franckolof_2023_1, 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} } @book{c409ac05a15d50cd948c3615f54d9525_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.} } @mastersthesis{c409ac05a15d50cd948c3615f54d9525_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.} } @mastersthesis{c409ac05a15d50cd948c3615f54d9525_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. } } @mastersthesis{c409ac05a15d50cd948c3615f54d9525_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. } } @phdthesis{c409ac05a15d50cd948c3615f54d9525_kittelmannflensnerkarin_2015, 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.} } @techreport{c409ac05a15d50cd948c3615f54d9525_korphelena_2019, title = {Inkludering och likvärdighetför nyanlända elever i grundskolan: en fallstudie i två kommuner}, author = {Korp, Helena and von Brömssen, Kerstin and Flensner, Karin K and Risenfors, Signild}, year = {2019}, language = {swe}, publisher = {Högskolan Väst}, keywords = {inkludering; grundskolan; nyanlända; educational science} } @book{c409ac05a15d50cd948c3615f54d9525_2011, title = {Kritisk läsning av pedagogiska texter. Genus, etnicitet och andra kategoriseringar}, year = {2011}, language = {swe}, publisher = {Studentlitteratur}, keywords = {språk; identitet; språkpolitik; ungdomsskola; vuxenutbildning; kritiska perspektiv; didaktiska perspektiv; lärande i utbildnings- och samhällskontexter.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_lindholmmajlis_2024, title = {Språkutvecklande tvåspråkig läsning av skönlitteratur på SFI}, author = {Lindholm, Maj-Lis and Risenfors, Signild and von Brömssen, Kerstin}, year = {2024}, journal = {Abstraktsamling}, pages = {43--44}, language = {swe}, publisher = {Luleå : Luleå tekniska universitet}, keywords = {: vuxenutbildning# andraspråksutveckling; tvåspråksläsning; skönlitteratur; litteracitetspraktiker; litteraturdidaktik}, abstract = {Vikten av effektiv språkundervisning för vuxna utrikesfödda är högaktuell via regeringens förslag om tidsbegränsning av SFI och Skolinspektionens (2024) rapport om undervisningens brister. Forskning med transspråkande ansats visar hur förstaspråket kan gynna andraspråksutveckling (Mörnerud, 2010 m fl), men studier inom vuxenutbildning pekar mot en monolingvistisk norm (Norlund Shaswar, 2020; Rosén & Lundgren, 2021).Detta tvåspråkiga läsprojekt belyser problematik kring studievillkor och brist på översatt vuxenlitteratur. Samtidigt prövas ny metodik baserad på såväl litteracitet (Luke & Freebody, 1999; Skerrett, 2015), flerspråkighetsforskning (Garcia, 2011, m fl) och litteraturdidaktisk teori (Langer, 1995/2017; Paran, 2008). I litterariseringsprogram för andraspråksinlärare har tvåspråkig läsning använts länge inom genrepedagogik nationellt och internationellt (Wedin et al, 2018; Ramirez, 2020), men beträffande läsning av skönlitteratur har lättläst dominerat inom vuxenutbildning nationellt. Dock riskerar textformen i lättläst att fördröja språk- och läsutveckling (Lundberg & Reichenberg, 2008; Reichenberg, 2014). Läsprojektets syfte är att undersöka huruvida tvåspråkig läsning av skönlitteratur blir språkutvecklande för andraspråksinlärare med olika studiebakgrund. Forskningsfrågor rör hur vuxna andraspråksinlärare erfar tvåspråksläsning av skönlitteratur, hur lärare på vuxenutbildning erfar att tvåspråksläsning påverkar språk- och litteracitetsutveckling samt hur lärare anpassar sin undervisning utifrån målgrupp. Tidigare forskning visar att vuxnaslitteracitetspraktiker bortses från i undervisningen (Wilinger, 2021), trots att litteraturläsninggynnar ordförrådet (Duncan & Webb, 2019), språkutveckling (Yang, 2001) samt ger betydelseskapande litteracitetspraktiker (Walldén, 2020).Vår studiedesign baseras på fokusgruppsintervjuer av andraspråksinlärare, individuella intervjuer av lärare samt läsjournaler. Resultaten tyder på språk- och litteracitetsutveckling, ökat läsintresse, utvecklad metalingvistisk medvetenhet, ökat talflytmen också hur låg litteracitet på modersmålet innebär stora utmaningar. } } @inproceedings{c409ac05a15d50cd948c3615f54d9525_lindholmmajlis_2024_1, title = {Transspråkande tvåspråksläsning av skönlitteratur på SFI}, author = {Lindholm, Maj-Lis and Risenfors, Signild and von Brömssen, Kerstin}, year = {2024}, journal = {Abstraktsamling NordAnd16}, pages = {68--69}, language = {swe}, publisher = {Stockholm : Södertörns Högskola}, keywords = {svenska; immigranter; lärare}, abstract = {Syftet med denna kvalitativa studie är att undersöka hur vuxna immigranter erfar tvåspråksläsning av skönlitteratur på både modersmålet och svenska och hur lärare uppfattar att immigranternas andraspråksutveckling påverkas. Transspråkande och/eller tvåspråkig läsning av olika slags texter för vuxna har länge använts inom litterariseringsprogram (se exv. Wedin et al, 2018; Ramirez, 2020), även om studier i Sverige pekar mot en dominant monolingvistisk norm inom vuxenutbildning (Norlund Shaswar, 2020; Rosén & Lundgren, 2021). [. . .]} } @book{c409ac05a15d50cd948c3615f54d9525_2017, title = {Location, Space and Place in Religious Education}, year = {2017}, language = {eng}, publisher = {Waxmann Verlag}, keywords = {religious education; space; religionsundervisning; educational science} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_milanitommasom_2022, title = {Civic orientation for adult migrants in Sweden: A multimodal critical discourse analysis of Swedish values and norms}, author = {Milani, Tommaso M. and von Brömssen, Kerstin and Carlson, Marie and Spehar, Andrea}, year = {2022}, journal = {Fjortonde nationella konferensen isvenska med didaktisk inriktning}, pages = {57--77}, language = {eng}, publisher = {Malmö : Malmö universitet}, keywords = {civic orientation; ideology; multimodal critical discourse analysis; nationalism; statist individualism}, abstract = {Drawing upon the analytical techniques of multimodal critical discourse analysis, this article investigates the book About Sweden, an educational materia lemployed in courses on civic orientation for newly arrived migrants. The analysisis informed by the following research questions: (1) What are represented as typically Swedish values and norms in the textbook? (2) How are such norms and values portrayed through written language and visual images? Visually the book relies on specific representations of Swedish nature without people. We argue that such pictures of the Swedish landscape are not ideologically neutral but carry connotations that are historically linked to forms of Swedish nationalism. Moreover, we interpret the lack of people in line with Berggren and Trägårdh (2006) notion of statist individualism (statsindividualism), an ideology according to which a strong interventionist welfare-state is not necessarily incompatible with the maximisation of individual freedom. Our textual analysis illustrates the textual tensions between, on the one hand, the choice of specific norms and values as Swedish, and, on the other hand, aversion towards overt national identity labels. Finally, we illustrate how Swedish values and norms in the textbook are just one link in a longer intertextual chain that connects the book to other policy documents as well as Swedish politicians’ public statements in the context of current debates about migration in Sweden. } } @inproceedings{c409ac05a15d50cd948c3615f54d9525_milanitommasom_2022_1, title = {Civic orientation for adult migrants in Sweden – A multimodal critical discourse analysis of Swedish values and norms in the textbook About Sweden}, author = {Milani, Tommaso M. and von Brömssen, Kerstin and Carlson, Marie and Spehar, Andrea}, year = {2022}, journal = {Fjortonde nationella konferensen i svenska med didaktisk inriktning : Didaktiska perspektiv på språk och litteratur i en globaliserad värld, Malmö 18–19 november 2020 / [ed] Pia Nygård Larsson, Cecilia Olsson Jers, Magnus Persson}, language = {eng}, publisher = {Malmö : Malmö universitet}, keywords = {civic orientation; ideology; multimodal critical discourse analysis; nationalism; statist individualism}, abstract = {Drawing upon the analytical techniques of multimodal critical discourse analysis, this article investigates the book About Sweden, an educational material employed in courses on civic orientation for newly arrived migrants. The analysis is informed by the following research questions: (1) What are represented as typically Swedish values and norms in the textbook? (2) How are such norms and values portrayed through written language and visual images? Visually the book relies on specific representations of Swedish nature without people. We argue that such pictures of the Swedish landscape are not ideologically neutral but carry connotations that are historically linked to forms of Swedish nationalism. Moreover, we interpret the lack of people in line with Berggren and Trägårdh (2006) notion of statist individualism (statsindividualism), an ideology according to which a strong interventionist welfare-state is not necessarily incompatible with the maximisation of individual freedom. Our textual analysis illustrates the textual tensions between, on the one hand, the choice of specific norms and values as Swedish, and, on the other hand, aversion towards overt national identity labels. Finally, we illustrate how Swedish values and norms in the textbook are just one link in a longer intertextual chain that connects the book to other policy documents as well as Swedish politicians’ public statements in the context of current debates about migration in Sweden.}, issn = {1651-9132} } @phdthesis{c409ac05a15d50cd948c3615f54d9525_mohmegunnel_2016, title = {Somali-Swedish Girls - The Construction of Childhood within Local and Transnational Spaces}, author = {Mohme, Gunnel}, year = {2016}, language = {eng}, publisher = {Department of Child and Youth Studies, Stockholm University}, keywords = {somali diaspora; somali-swedish girls; childhood sociology; school choice strategies; muslim-profiled schools; transnational social spaces; transnational communities; social constructionism; duality of structure; family change theory; child and youth science}, abstract = {This thesis explores diaspora experiences among Somali-Swedish parents and their daughters where the girls are enrolled in a Muslim-profiled school. The thesis uses migration theory with a transnational perspective, with findings that depart from the traditional view of migrants’ rootedness in a single country. It adopts the new paradigm for the sociology of childhood, where childhood is regarded as a social construction and children are considered to possess agency and competence. Anthony Giddens’s structuration theory and its main concept ‘duality of structure’ was employed as a theoretical tool. Methods that were used were participant observation, interviews (individual and in group) and analysis of essays.The thesis consists of three studies. The first study explores how Somali-Swedish parents explain their choice of a Muslim-profiled school for their children. The results refute the traditional view that such choices are solely faith-based, showing faith as important but not determining. Important factors were finding a school that met their high educational ambitions and  made both parents and children feel trusted, safe and not disrespected because of their faith and skin-colour.The second study explores transnational experiences, particularly the transfer of transnational practices from the Somali-Swedish parents’ to their children and the construction of a transnational social space, built on close global relationships. The results show that transnational practices are feasible irrespective of physical travel. The study also exemplifies the group’s readiness to relocate between countries by the onward migration from Sweden to Egypt, and implications for the children are illuminated. Somalis in diaspora often explain their propensity to move by their past nomadic life-patterns, but this study shows as strong factors the desire for better opportunities in combination with experiences of cultural and economic marginalisation in the West.The third study analyses how girls in grade 5 (about eleven years old) imagine their future career and family life by analysing essays. The findings reveal that their dreams are both consistent with the expectations of their families (in particular, high educational ambitions) and inspired from elsewhere (particularly in terms of future family life). How the girls imagine their adulthood could be seen as an example of how their original culture is subject to change in a new environment.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_niemikristian_2024, title = {Reflexivity reconsidered}, author = {Niemi, Kristian and Brömssen, Kerstin von and Ubani, Martin}, year = {2024}, language = {eng}, keywords = {religious studies and theology} } @phdthesis{c409ac05a15d50cd948c3615f54d9525_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.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_osbeckchristina_2018, 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} } @book{c409ac05a15d50cd948c3615f54d9525_2016, title = {Religioner, livsåskådningar och etik: för lärare årskurs 4-6}, year = {2016}, language = {swe}, publisher = {Gleerups Utbildning AB}, keywords = {religionsundervisning; mellanstadiet; educational science} } @book{c409ac05a15d50cd948c3615f54d9525_2023, 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} } @proceedings{c409ac05a15d50cd948c3615f54d9525_2025, title = {Rethinking Childhoods and Migrations: Multidisciplinary Understandings and Key Concepts}, year = {2025}, language = {eng}, publisher = {Palgrave Macmillan}, keywords = {liminality; migration; childhood migration; transnationalism; youth studies methodology; youth studies ethics; youth identity; youth belonging; child refugees; asylum; education; childhood education; unaccompanied minors; mobility; children's rights; ethical methodologies; statelessness; forced displacemen; t forced migrants}, abstract = {This edited volume investigates the complexities of child refugees and migrants from a global perspective. With millions of young migrants and refugees worldwide, there is a need for novel understandings and conceptualizations of the impact of national policies affecting these children, as well as a thorough investigation of possible methodological dilemmas within research on and with migrant children and youth.This book addresses these in three parts. Part one examines the life experiences of child migrants and refugees with emphasis on how different forms of mobility shape them. Part two explores different contexts of education: How education directed at child migrants becomes organized, the specific educational needs that migrant children have, and the inclusion and possible exclusion of migrant children. Part three discusses and problematizes ethical dilemmas that research on and with migrant children and young people awakens. Foregrounding nuanced perspectives from the “Global South”—or the “world majority”—often ignored in traditional migration research, this book fills a crucial gap in childhood and youth studies as well as migration research. } } @book{c409ac05a15d50cd948c3615f54d9525_2022, title = {Rethinking Education in Light of Global Challenges: Scandinavian Perspectives on Culture, Society, and the Anthropocene}, year = {2022}, language = {eng}, publisher = {Routledge}, keywords = {education; scandinavia}, abstract = {This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_risenforssignild_2019, title = {Examining National Policy Frameworks for Teacher Education in South Africa and Sweden: A Critical Discourse Analysis Approach}, author = {Risenfors, Signild and von Brömssen, Kerstin}, year = {2019}, journal = {SAERA 2019 Conference}, language = {eng}, publisher = {Durban}, keywords = {national policy framework for teacher education; lower secondary school; south africa; sweden; educational science}, abstract = {This study is an examination of the current National Policy Frameworks for Teacher Education (Initial Training) forlower secondary school teachers in South Africa and Sweden. Comparing texts might lead to new understandings of the texts themselves and reveal differences between the social values held by cultures and nations, in this case inrelation to the teacher profession. This is especially interesting as the teacher profession are being challenged by globalisation and neo-liberal policies all over the world. Using a critical discourse analysis approach, we examine the forms and the general constructions of the texts and look for words and phrases that reveal the texts' attitudes to teachers, teacher education and the teacher profession. We also critically explore discourses in these texts on gender, ethnicity and sexuality drawing on an intersectional framework for analyses} } @phdthesis{c409ac05a15d50cd948c3615f54d9525_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.} } @incollection{c409ac05a15d50cd948c3615f54d9525_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} } @article{c409ac05a15d50cd948c3615f54d9525_risenforssignild_2018_1, title = {Studiehandledning för nyanlända elever i svensk skola}, author = {Risenfors, Signild and Korp, Helena and von Brömssen, Kerstin and Kittelmann Flensner, Karin}, year = {2018}, journal = {Lisetten}, pages = {6--8}, language = {swe}, publisher = {Södertälje : Riksförbundet LISA - Lärare i svenska som andraspråk}, keywords = {educational science; svenska; swedish}, issn = {1101-5128} } @book{c409ac05a15d50cd948c3615f54d9525_2018, title = {Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson}, year = {2018}, language = {swe}, publisher = {Högskolan Väst}, keywords = {utbildning; educational science}, abstract = {Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_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.} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2019, title = {A 'blind-spot': reproduction of racism in educational landscapes}, author = {von Brömssen, Kerstin and Flensner, Karin K and Korp, Helena and Risenfors, Signild}, year = {2019}, journal = {OMICS 2019 : Programme}, language = {eng}, publisher = {Göteborg : Göteborgs universitet}, keywords = {racism; education; educational science} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_1, 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} } @misc{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014, title = {Att förstå religiositet i dagens Europa}, author = {von Brömssen, Kerstin}, year = {2014}, language = {swe}, keywords = {ämnesdidaktik; religionskunskap; religious studies and theology} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2004, title = {Att förstå sin egen och andras religion}, author = {von Brömssen, Kerstin}, year = {2004}, journal = {Utanförskap och gemenskap - en antologi om rasism, mångkultur och religion. Pedagogiska Magasinets skriftserie nummer fyra}, pages = {263--270}, language = {swe}, keywords = {religion; youth; ethnicity; education} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2006, title = {Att "lära om" i det postkoloniala tillståndet}, author = {von Brömssen, Kerstin}, year = {2006}, journal = {Kulturella möteplatser i tid och rum. Rapport Nr 18/2006. 8:e nordiska lärarutbildningskongressen, Vasa, Finland}, number = {18}, pages = {199--210}, language = {swe}, keywords = {education; postcolonial theory} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_1, title = {Blind Spots and Privileged Places}, author = {von Brömssen, Kerstin}, year = {2010}, journal = {Sporre, Karin & Mannberg, Jan (Eds.), Values, Religions, and Education in Changing Societies}, pages = {93--100}, language = {eng}, publisher = {Dordrecht : Springer} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022, title = {Childhood, Children, and the Convention of the Rights of the Child in Civic Orientation Courses for Newly Arrived Adults in Sweden}, author = {von Brömssen, Kerstin}, year = {2022}, language = {eng}, keywords = {newly arrived adult migrants; civic orientation; sweden; children’s rights.}, abstract = {The aim of this study is to explore the recognition, communication and discourses in relation to childhood, children and children’s rights in civic orientation programs for newly arrived adults in Sweden. Civic orientation has become one of the dominant immigrant integration policies in western Europe, with the aim of transmitting knowledge, norms, and values, thereby furthering “integration” into the new country (cf. von Brömssen et al. accepted; Council of Europe, 2017; SFS: 2010: 1138; Abdulla & Risenfors, 2013, Milani et al. 2021).  However, there is a not much research regarding how the educational content, e .g. knowledge constructions in the civic orientation programs are communicated,  negotiated and reproduced in practice. This paper is a contribution to this field of research, and in a broader perspective on migration, adult education, and integration.Discourses on childhood, children and children’s rights are interesting to analyse as they show perceived constructions of norms and values on the family, on children and their upbringing, as well as on the society at large. The Universal Declaration of Human Rights (ECHR) is seen as a basis for all international legal standards for children's rights today. There are several other conventions and laws that address children's rights around the world and current and historical documents affect those rights, including “The Convention of the Rights of the Child” (cf. Mattsson, 2020; Vandenhole, 2015).  A Human Rights approach and accordingly a “Rights of the Child” approach is also emphasized in courses on civic orientation from the European Union, as well as in the Swedish policies for this activity (Council of Europe, 2017; SFS: 2010: 1138).The “Convention on the Rights of the Child” (CRC) was adopted by the United Nations in 1989 and soon thereafter, in 1990 it was signed by Swedish authorities. However, it didn’t become a law in Sweden until 2020 after a lot of investigations and discussions (see f.ex. Åhman, 2011; Stern, 2019).  The CRC currently counts 195 states parties and is the most widely ratified human rights treaty (Vandenhole, 2015). During the time the CRC has existed as a law in different countries around the world, the focus of the CRC has shifted onto the measures being taken at national level to give effect to children's rights, with specific reference to legal incorporation both direct incorporation (where the CRC forms part of domestic law) and indirect incorporation (where there are legal obligations which encourage its incorporation), (Kilkelly, Lundy & Byrne, 2021). Moreover, the legal effect is highly contingent upon the constitutional and legal systems of individual countries and can best be understood by those writing from a specific national context (Ponnert & Sonander, 2019). Therefore, it is interesting to explore discourses on childhood, children, and children’s rights in civic orientation courses for newly arrived adult migrants in Sweden. The overall research question guiding our work is as follows:1)           What content is communicated, negotiated and reproduced concerning childhood, children  and children’s rights in civic orientation courses for newly arrived adults in Sweden? Method/methodology This paper presents an ethnographic case study (Parker-Jenkins, 2018) of civic orientation courses in Sweden. Civic orientation is regulated by the state but is locally organized by municipalities (SOU 2010:16). Each newly arrived migrant must be offered this orientation which currently includes at least 100 hours (Swedish Government, 2020).  Courses should, if possible, be in the participant's mother tongue or another language that he or she speaks in order to avoid misunderstandings (SOU 2010:16).Fieldwork was conducted in civic orientation courses in three larger Swedish cities, as courses there are run continuously, thus giving as the possibility to follow them without interruption. We conducted fieldwork on site during spring 2020 in courses in Arabic and English. Several in our research team understand and speak Arabic as well as English, so there was no need for external translators. As researchers we mainly took the position of participant observers.  Occasionally when being asked we took part in discussions but tried to interfere as little as possible during sessions. The participants in the courses had a background from many different parts of the world, even though there is a predominance of data from course participants with Arabic as their mother tongue. Each of the participants gave their consent to the study which follows ethical guidelines in accordance with the Swedish Research Council (2017).  Ethnographic data consisted of fieldwork notes written by hand and an accumulating written record of the observations were compiled. Themes that provided insights into discourses on childhood, children and children’s rights made up one theme and constitutes data for this paper. The analyses were informed by a narrative- and discourse analytic approach which focused the function of talk in terms of its discursive accomplishments and practices of fact constructions. A narrative approach explores the ways in which speakers make use of ‘stories’ as representational devices to position themselves and others (De Fina & Johnstone, 2015). Additionally, the ethnographic data invoke theory rather than being derived from theory. Each of the reflections in the paper are illustrated with quotes from participants and presented verbatim. The study started in real classroom contexts, although it had to be conducted (from April 2020) through Skype due to the COVID-19 pandemic. This meant that data from two-thirds of our research were produced during classes on Skype. Expected outcomes In the data from the civic orientation courses for newly arrived adult migrants in Sweden we find discursive themes and narrations about childhood, children and children’s rights. Here we give two examples.Ethnographic Fieldwork Reflections I - Concern for the upbringing of children.Many of the participants in the courses were parents and expressed several times through the course concern about what the children's upbringing would look like; was it possible to teach the children in an appropriate way in the new country? However, the biggest and most serious concern, expressed by several participants were the fear that the children would be taken care of by the social authorities. As one mother voiced: “My greatest worry is parenting. I come from Africa, and I like Sweden. In Sweden it’s…They might take your child from you. You are criminal. As much as I learn the Swedish way, I want to be African.”Ethnographic Fieldwork Reflections II – Children’s rights.Information of the Convention of Children’s rights was included in the courses. The communicator explained: “The convention of the Child is an interesting topic. It’s good to know as a lot of newcomers fear the social services, not knowing what my role as a parent is”. It was further explained that Sweden was one of the very first to sign the convention and in 2020 it became a law in Sweden. The communicator continued that children’s rights “is really on the table, now it’s a basic and praxis”. The communicator explained that “In Sweden it is important that children can express their ideas, for children to learn that they are important and to listen to. This was at first a cultural shock”.Some additional themes as well as analyses will be presented at the conference. Intent of publicationEuropean Journal of Educational Research. References Abdulla, A. & Risenfors, S. (2013). Kursen samhällsorientering för nyanlända: mobilisering och integration för deltagare. [The course civic orientation for new arrivals: mobilization and integration for participants].  In L. Eriksson, G. Nilsson & L. A. Svensson (red.), Gemenskaper: socialpedagogiska perspektiv.  Göteborg, Sweden: Daidalos. In Swedish.von Brömssen, K., Milani, T., Spehar, A. & Bauer, S. (accepted for FECUN), “Swedes’ relations to their government are based on trust”.  Banal Nationalism in Civic Orientation Courses for Newly Arrived Adult Migrants in Sweden.Council of Europe. (2017). Adult Migrants: Integration and Education. https://rm.coe.int/recommendations-resolutions-on-adult-migrants-and-education-rev-2017-/168079335c.De Fina, A. & Johnstone, B. (2015). Discourse Analysis and Narrative. In D. Tannen, H. E. Hamilton & D. Schiffrin (eds.), The Handbook of Discourse Analysis, 2nd.ed. , pp. 152-167. John Wiley & Sons, Inc.Kilkelly, U., Lundy, L. & Byrne, B. (ed.), (2021). Incorporating the UN Convention on the Rights of the Child into National Law.  Intersentia Ltd.Lag (2018:1197) om Förenta nationernas konvention om barnets rättigheter [Convention on the Rights of the Child]. https://riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/lag-20181197-om-forenta-nationernas-konvention_sfs-2018-1197 [Retrieved 2022-01-09].Mattsson, T. (2020). Constitutional Rights for Children in Sweden. In T. Haugli, A. Nylund, R. Sigurdsen & L.R.L. Bendiksen (ed.), Children’s Constitutional Rights in the Nordic Countries, pp. 103-119. Brill.  Milani, T., Bauer, S., Carlson, M., Spehar, A. & von Brömssen, K.  (2021).  Citizenship as status, habitus and acts: Language requirements and civic orientation in Sweden, Citizenship Studies, 25(6), 756-772, DOI: 10.1080/13621025.2021.1968698.Parker-Jenkins, M. (2018). Problematising ethnography and case study: reflections on using ethnographic techniques and researcher positioning, Ethnography and Education, 13(1), 18-33, DOI: 10.1080/17457823.2016.1253028.Ponnert, L. & Sonander, A. (Ed.), (2019). Perspektiv på barnkonventionen: Forskning, teori och praktik. Lund: Studentlitteratur. SFS 2010: 1138. (Official Report of the Swedish Government). Förordning om samhällsorientering för vissa nyanlända} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023, title = {Civic Orientation Courses for Newly Arrived Adult Migrants: Becoming the Other in a (Neo)-nationalistic Sweden?}, author = {von Brömssen, Kerstin and Milani, Tomaso and Spehar, Andrea and Bauer, Simon}, year = {2023}, language = {eng}, keywords = {adult migrants; sweden}, abstract = {International migration is, as argued by de Haas, Castles and Miller (2020) one of the most emotive issues of our times, raising intense feelings in relation to national identity and belonging, as well as security issues. Since long back, integration of newly arrived migrants has been a debated issue and courses for newly arrived adult migrants have been offered, most building on learning the language of the new country. However, since the beginning of the 21st century, courses with the aim of strengthening and transmitting the new countries’ norms and values have been increasingly introduced and has become one of the dominant migrant integration policies in Western Europe (Heinemann, 2017; Joppke, 2007). This paper aims to bring empirically based knowledge in this educational field, building on participant observations in civic orientation classes for newly arrived adult migrants in Sweden (see von Brömssen et al., 2022; Milani et al., 2021). This case study explores the overarching constructed discourse about the Other through language, pronoun patterns and the attribution of positive and negative judgements about society and ways of living and being (Statham, 2022).The overarching discourse constructs Sweden as a “success story” where most things are arranged and regulated (Hirdman, 2000) by the Swedish state and its welfare systems. We will present this overall structured nationalist discourse by drawing on examples from interactions about nature, religion and education in the civic orientation classes. This research is particularly relevant at this historical juncture because such educational initiatives have become tied to citizenship requirements (Borevi, Jensen & Mouritsen, 2017; Larin, 2020). This is also the case in Sweden where the neo-nationalist “Tidö-agreement” signed by the newly elected government states that civic orientation and knowledge of Swedish will become legal requirements for permanent residence and Swedish citizenship. We argue in this paper that civic orientation courses for newly arrived migrants reproduce an overarching discourse about the Other, which is embedded in nationalist and neo-nationalist sentiments and hardly can contribute to integration into the Swedish society. } } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2019_1, title = {Civic Orientation for Adult Migrants in a Swedish Context: Exploring the EducationalTextbook "About Sweden"}, author = {von Brömssen, Kerstin and Carlson, Marie and Milani, Tommaso and Spehar, Andrea}, year = {2019}, journal = {OMICS 2019 : Programme}, language = {eng}, publisher = {Göteborg : Göteborgs universitet}, keywords = {civic orientation; migrants; sweden; educational science} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_2, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2025, 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.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2015, 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.} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_1, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2012, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_2, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021, title = {Exploring ‘The Ethics of Ambiguity’ by Simone de Beauvoir}, author = {von Brömssen, Kerstin}, year = {2021}, journal = {ISREV- International Seminar on Religious Education and Values, Gothenburg, Sweden, 26-30/7, 2021 (on-line)}, language = {eng}, keywords = {ambiguity; education; religion}, abstract = {The aim of this presentation is to explore the work ‘The Ethics of Ambiguity’ (‘Pour une morale de l'ambiguïté’) bySimone de Beauvoir published in 1947. ‘The Ethics of Ambiguity’ consists of three parts and a short conclusion wherede Beauvoir puts out the philosophical underpinnings of her stance on an existentialist ethic. de Beauvoir's mostilluminating argument in this work is her description of the development of man and the order of human beings whoface the ambiguity of existence. In the symposium, questions will be discussed on the interpretation and meaning ofthe concept ambiguity, and how de Beauvoir’s way of seeing human beings might relate to education and ReligiousEducation in our neoliberal conditions} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011, 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{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2009, title = {Från Ball till Foucault: "SET"-metoden genom en diskursiv läsning}, author = {von Brömssen, Kerstin}, year = {2009}, journal = {Konferensbidrag vid den fjärde utbildningshistoriska konferensen, Uppsala Universitet, Uppsala. 1-2 okt., 2009.}, language = {eng} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2015_1, title = {Från "Paradise" till "Destroyedmichigan".: En användning av det skönlitterära arbetet We Need No Names som antropologiska data}, author = {von Brömssen, Kerstin}, year = {2015}, journal = {Den trogne arbetaren i vingården.}, pages = {31--46}, language = {swe}, publisher = {Göteborg : LIR.skrifter.varia}, keywords = {religious studies and theology} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_2, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_3, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2012_1, title = {Governmentality; normalising technologies in a new "moral economy"}, author = {von Brömssen, Kerstin}, year = {2012}, journal = {NFPF/NERA's 40th Congress}, language = {eng}, abstract = {Konferensbidrag NFPF/NERA's 40th Congress 2012 inom symposiet: Life skills - different ways to train the "problematic" children} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_3, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2006_1, title = {Identiteter i spel - den mångkulturella skolan och nya etniciteter}, author = {von Brömssen, Kerstin}, year = {2006}, journal = {Lorentz, H. & Bergstedt, B. (red). Interkulturella perspektiv. Pedagogik i mångkulturella lärandemiljöer}, pages = {41--69}, language = {swe}, publisher = {Lund : Studentlitteratur}, keywords = {identity; multicultural; school; youth; ethnicity} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016, title = {Identiteters konfigurationer: Från att "vara" till att "bli till"}, author = {von Brömssen, Kerstin}, year = {2016}, journal = {Interkulturella perspektiv}, pages = {53--71}, language = {swe}, publisher = {Lund : Studentlitteratur AB}, keywords = {identitet; kollektiv identitet; educational science} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2006_2, title = {Identity Construction and the Landscape of Cultural Negotiations among Muslim Girls in Sweden}, author = {von Brömssen, Kerstin}, year = {2006}, journal = {Multiple Marginalities. An Intercultural Dialogue on Gender in Education across Europe and Africa}, pages = {310--311}, language = {eng}, keywords = {intercultural; religion; ethnicity; gender} } @incollection{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014_1, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_3, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_1, title = {In the Context of Migration: the Swedish Nation's selfnarration through Civic Orientation Courses}, author = {von Brömssen, Kerstin}, year = {2021}, journal = {Book of Abstracts}, pages = {15}, language = {eng}, publisher = {Aarhus : VIA University College}, keywords = {migrants; social integration; civic orientation courses; sweden} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2024, title = {Inclusion and Exclusion: a Case-Study in Academia}, author = {von Brömssen, Kerstin and Arvemo, Tobias and Beckman, Anita}, year = {2024}, language = {eng}, publisher = {European Educational Research Association, EERA}, keywords = {intercultural education; higher education}, abstract = {The aim of this study was to investigate the experiences of inclusion and exclusion in academia, with a primary focus on ethnicization/racialization within a local University in Sweden. The discussion about structural discrimination in the Swedish labour market has been going on in the public discourse for several decades. The main focus has been on the inequality between women and men in working life (see, for example, SOU 1993:7; SOU, 1998:6; SOU, 2014:81, but discrimination against non-Swedes and/or non-whites has also been noted, albeit to a somewhat lesser degree (see e.g. Mählck, 2013; Osman, 2021; de los Reyes, 2008; SOU 2005:56; SOU 2006:59). The question of how gender interacts with other categorisations, such as ethnicity and/or ‘race’ have been shown even less interest. Nor has discrimination in higher education attracted much attention, and Swedish as well as European academia is relatively little researched from critical perspectives on power, inclusion, and exclusion. However, the fact that academia, like other educational institutions, always includes aspects of power is nothing new (Ahmed, 2012; Bethoui & Leivestad, 2019; Hübinette & Mählck, 2016). To investigate these issues, the following four questions were in focus: 1) To what extent do employees perceive themselves included or excluded in relation to ethnicity/’race, class, gender/gender identity, religion, age, sexuality and disability.  2) What experiences and understandings of inclusion and exclusion processes do employees express?3) In what contexts do employees perceive that inclusion/exclusion occurs? 4) How is ethnification/racialization perceived to interact with other social categorizations in relation to inclusion/exclusion? Although ethnicity/’race’ has been the focus of the study, we also asked how these categorizations were perceived to interact with gender, age, class, religion and to some extent sexuality and disability. The employees we interviewed have also spontaneously highlighted the importance of how gender, age and class are perceived to affect such things as collegial treatment and career conditions.As research has pointed out, these are complex processes of demarcation and exclusion that rarely allow themselves to be understood with the help of a social category belonging alone (see, for example, de los Reyes, 2007). Although there are experiences of exclusion that are perceived to have a clear basis in the person's ethnic origin or skin color, such orders cannot be said to be stable and unambiguous (cf. Lundström, 2017).Since norms and notions of ethnicity/'race' are mutually constituted by other power relations, and since social positioning is always context-dependent, we saw it as an analytical necessity to apply an intersectional perspective on the processes of ethnicization and racialization that we investigated. (cf. Mählck, 2012 p. 31). The concept of intersectionality can be traced to the work by black feminist researchers concerned with how oppressive power is embedded in societal structures and systems The intersectional theory concerns primarily how the exercise of power, through intersecting domination and oppression, affects individuals who face multiple social inequities, with consequent multiple marginalisations (Collins, 2019). This criticl social theory gave a lens to analyse understand inclusion and exclusion within a local university context. [. . .]} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_4, 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} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2007_2, title = {Interkulturella praktiken - några reflektioner}, author = {von Brömssen, Kerstin}, year = {2007}, journal = {RPI-nätet. Organ för RPI Arbetsgemenskap för religionspedagogik}, pages = {11--12}, language = {swe}, keywords = {religion; interkulturell} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_5, title = {Internationalisation in teacher education: student teachers' reflections on experiences from a field study in South Africa.}, author = {von Brömssen, Kerstin}, year = {2018}, journal = {South Africa-Sweden Research Week, University of Pretoria, May 17, 2018.}, language = {eng}, keywords = {internationalisation; teacher education; field study; south africa; educational science} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_1, title = {Internationalisering som kunskapsbidrag inom lärarutbildning}, author = {von Brömssen, Kerstin and Gregorc Lööv, Helena}, year = {2023}, journal = {Abstracts för Decemberkonferensen}, pages = {1--1}, language = {swe}, publisher = {Trollhättan : Högskolan Väst}, keywords = {internationalisering; lärarutbildning}, abstract = {Ett internationaliseringsperspektiv är inbyggt i allt forskningsarbete där strategier, metoder och resultat jämförs, kontrasteras och belyses, ibland med hjälp av nationella gränsdragningar, ibland genom ett totalt överskridande av sådana gränser. Presentationerna i denna session belyser och problematiserar perspektiv inom forskning som på olika sätt undersöker ”internationalisering” och konsekvenser av internationalisering och som bidrar med kunskap för lärarutbildning. Presentationerna kommer att utgå från tre artiklar för att därefter diskutera forskningsidéer för vidare internationella samarbeten inom institutionen I & S.De tre artiklar som inledningsvis används för att belysa utbildningsvetenskaplig forskning med ett internationaliseringsperspektiv är:Abraham, G. Y. & von Brömssen, K. (2018) Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa, Education Inquiry, 9:4, 347-362, DOI: 10.1080/20004508.2018.1428035.Jones, E., Leaske, B., Brandenburg, U., & Wit, H. (2021). Global Social Responsibility and the Internnationalistion of Higher Education for Society. Journal of Studies in International Education, Vol. 25 (4), 330-347. DOI:10.11177/10283153211031679Li, H. & Costa, C. (2023) Internationalising teacher education at home: developing empathy through the sense of otherness in language learning, European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2259082} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014_2, title = {Is there a Place for Intersectionality in Religious and Values Education?}, author = {von Brömssen, Kerstin}, year = {2014}, language = {eng} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016_1, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_1, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2025_1, 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. } } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2004_1, title = {Krävs det en burqa för att bli sedd?}, author = {von Brömssen, Kerstin}, year = {2004}, journal = {Etik i princip & praktik - en antologi om lärares yrkesetik}, pages = {37--45}, language = {swe}, publisher = {: Lärarförbundets Förlag.}, keywords = {youth; education; religion; ethnicity} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2006_3, title = {Krävs det en burqa för att bli sedd?}, author = {von Brömssen, Kerstin}, year = {2006}, journal = {Inger Lindberg & Karin Sandwall (Red.), (2006) Språket och kunskapen - att lära på sitt andraspåk i skola och högskola. Rapport från nordisk konferens den 7-8 oktober, 2005 i Göteborg.}, pages = {7}, language = {swe}, issn = {1403-1353} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_2, title = {Livskunskap som policy, genre och teori}, author = {von Brömssen, Kerstin}, year = {2011}, journal = {Kritisk läsning av pedagogiska texter-genus, etnicitet och andra kategoriseringar}, pages = {125--153}, language = {swe} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_1, title = {Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden.}, author = {von Brömssen, Kerstin and Korp, Helena}, year = {2017}, journal = {Abstractbook, ECER 2017}, language = {eng}, keywords = {educational science}, abstract = {ID: 3386 / 26 SES 03 C JS: 426. Educational Leadership Paper (Copy for Joint Session) Alternative EERA Network: 07. Social Justice and Intercultural Education Keywords: migration, newly arrived students, compulsory schooling, Sweden.Mapping of the Migrating Newcomers' Reception and Educational Situation and their transitions in the School System in SwedenKerstin von Brömssen, Helena KorpUniversity West, Sweden,Presenting Author: von Brömssen, Kerstin; Korp, HelenaSchools and educational practices in Europe are currently challenged by migration and various forms of transnational practices in relation to globalization, war and unequal social conditions (cf. Adams & Kirova 2007; Hamilton & Moore 2004; Rutter 1998).. Migration into Sweden has gone on in different phases and with different intensity since the end of the Second World War and the year 2016, 16% of the population in Sweden are born abroad.Swedish schools have however adopted slowly and research and national evaluations show low results and a neglect of migrant children and newcomer students’ needs (Bunar 2015; Jonsson & Rudolphi 2010; Nilsson & Bunar 2015). There is however a considerable gap in educational achievement between students who have immigrated after starting school and those who were born in the country or who migrated at a younger age, prior to starting school (Nilsson & Bunar 2015; PISA 2016). Newly arrived students have a double disadvantage in that they in addition to lacking the knowledge of the language often have difficult experiences in connection with the migration. Further, these students are partly seen by teachers and majority students as representatives of ‘the other’, and there is a lack of respect within a dominant discourse on Swedishness (Bunar 2010).A first aim of this research is to provide a picture of how the newly arrived students are received in school. This will be explored through extensive case-studies in two mid-sized Swedish municipalities which include schools with various experience of multilingual students and arrangements for their inclusion. A second aim is to explore different models and methods, approaches and didactic tools in order to take part in a critical discussion on newly arrived students’ education and possible educational interventions. How newly arrived students are received in schools varies greatly between Swedish municipalities, according to Bunar (2010), and is only sporadically investigated through research at the present.Research questionsThe project aims, through a survey and in-depth case studies in two Swedish municipalities and its compulsory schools:- Explore how newly arrived pupils are received and included during their first time in the Swedish compulsory school, which models there are for receiving, for teaching and models for transitions, and how the students themselves interpret, experience and handle their education.- Deepen the knowledge of how the school organization as well as competences, attitudes and approaches at different levels (from administration to the classroom) affects newcomers' opportunities for learning and inclusion.- Describe examples and general aspects of the organization, approach and didactic tools that promote or hinder newcomers' knowledge and social inclusion.Theoretical frameworkTheoretically we draw on an ecological system perspective as used in work by among others Anderson, Hamilton, Moore, Loewen, and Frater-Mathieson (2004) and Nilsson and Bunar (2015). It builds on the work by Urie Bronfenbrenner (1979, 1992) and his development of a theory for understanding child development. In this theory Bronfenbrenner emphasizes the whole social context and the different systems of relationships that form a child’s environment. Bronfenbrenner separates in his theory between five different environmental levels that influence the child; the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem, this in order to understand and organize patterns of the levels experienced by the child . Of importance is to emphasize that the theory states that we are not mere recipients of the experiences we have when socializing in the micro system environment, but we are also contributing to the construction of such environment. In our work this theory will work as an important organizing tool or lens for understanding different levels influencing the lives of newly arrived childrenMethodology, Methods, Research Instruments or Sources UsedThe project draws on data from different sources:Interviews at the reception schoolsThe two principals were interviewed individually. Group interviews were made with teachers, L1 assistant teachers and student-health staff. The interviews focused on the function of different professions, on inter-professional cooperation, on the use of students’ assessment results in different domains, and on the students’ transfer to different home schools.Survey to principals in comprehensive schoolsA survey to the principals of all comprehensive schools in the two municipalities. The aim of the survey was to map the schools in regard to their proportion of newly arrived students (children who immigrated within the nearest four years; almost all with refugee-background), and their past experience with multi-lingual children; how they organize for the new-comers learning and social inclusion; their use of assessment information about the new-comers skills and knowledge in different domains; their resources in terms of L1-teachers and assistant teachers etc. School-based case studiesWhile the survey provide a broad image of organizational arrangements and conditions for including new-comer students, 2-3 schools in each of the two municipalities are selected as cases in order to further explore these arrangements and conditions through qualitative methods, and from the views of the main stake-holders: students, parents, teachers and principals. Each case-study is based on 1) ethnographic field-observations in prepatory groups or classrooms, L2 Swedish and L1 lessons, and regular lessons where newcomers are participating,2) interviews with 2-3 new-comer students3) interviews with principal and teaching staffFocus will be on what in the classroom and organization that promote or inhibit educational and social inclusion. We will also look at how the results from initial assessments made at the reception-schools of the students’ skills and knowledge in different domains are used.  Student-based case studiesFor students’ own experiences and perspectives on the transit from the reception schools to regular schools, and on their educational and social situation within different arrangements and school cultures, six students from the reception schools (two from each stage) will be interviewed at different occasions. The first interview includes the students’ parents or legal guardians, and take place at the reception school. The second interview is carried out with after about 3-4 months. Additional interviews are carried out each semester for three years.Data from the survey will be analyzed with simple statistical methods, while the project at large will mainly use interpretive approaches.Conclusions, Expected Outcomes or FindingsIt is our hypothesis grounded in preliminary analysis of the presently available data and our local personal knowledge about the schools (as lecturers visiting students in internship), that the traditionally multicultural and -linguistic schools tend to be more purposefully organized and staffed to cater for second language-learners’ educational needs, with e.g. some examples of systematic collaboration between subject teachers and L1 support-teachers standing out. These schools also tend to have a more linguistically and ethnically diverse staff. Traditionally mono-ethnic schools have naturally have fewer resources in terms of L1-and Swedish L2-teachers, and less intercultural experience. However, the intense refugee-immigration in 2015, brought a situation where new-comer students were included in almost every school of the two municipalities, even schools with no previous experience. This necessitated and led to changes in school culture and organization as well as teaching methods, and thus learning processes on all levels, even the municipal level since resources and school-development had to be facilitated and distributed on a central level in order for the schools to provide equal opportunities for learning. Through this study we hope to find out how the different contexts and set-ups are experienced by the new-comer students, and how it affects them.} } @incollection{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_2, title = {Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.}, author = {von Brömssen, Kerstin and Kittelmann Flensner, Karin and Korp, Helena and Risenfors, Signild}, year = {2017}, language = {swe}, keywords = {educational science}, abstract = {The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden. } } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016_2, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2012_3, title = {Multiculturalism in Europe - Dead or Alive?}, author = {von Brömssen, Kerstin}, year = {2012}, journal = {Colloquium on Intercultural Education, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa, 7/8, 2012.}, language = {eng} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_3, title = {Mångkultur- död eller levande?}, author = {von Brömssen, Kerstin}, year = {2011}, journal = {Framsidan. Aktuellt magasin om biblioteksfrågor från Kultur i Väst.}, pages = {2011}, language = {swe} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2012_4, title = {Mångkulturalismen är död eller mångkulturalismen lever? En läsning av positioner och debatt i Europa och Sverige.}, author = {von Brömssen, Kerstin}, year = {2012}, journal = {Religionsdidaktisk arbeid pågår! : religionsdidaktikk i Hamar og Karlstad / Sidsel Lied og Christina Osbeck (red.)}, pages = {221--250}, language = {swe}, publisher = {Vallset, Norge. : Oplandske Bokförlag} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_2, title = {Negotiating religion in civic orientation courses in Sweden}, author = {von Brömssen, Kerstin}, year = {2023}, language = {eng}, keywords = {migrants; religion; adults; civic orientation; sweden} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_3, 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{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_1, title = {Newly arrived migrant children in the Swedish school-system: Challenges and Opportunities in a Nordic Welfare State}, author = {von Brömssen, Kerstin and Flensner, Karin K and Gregorc Lööv, Helena and Korp, Helena and Risenfors, Signild}, year = {2022}, language = {eng}, keywords = {migration; sweden; free education; newly arrived; social inclusion}, abstract = {Background: Sweden has experienced waves of migration into the country since the end of the WWII. Pull-factors for migration were opportunities to get a job in the industries right after the war as Sweden was not much effected, but also due to the world’s conflicts, effects from the climate change and a desire to live a better life.In recent years, there has been a larger increase in the number of foreign-born. In 2020, just over 2 million people were born abroad, which is 19.7 percent of the population in Sweden. The most common country of birth for foreign-born is currently Syria, followed by Iraq. Finland was for many years the most common country of birth, but is today the third most common country, followed by Poland and Iran. The migration from the African Horn is also quite extensive, where Somalis are the largest group from Africa in Sweden (in 2018 there were more than 100 000 Somali people living in the country). Since the start of the new millennium, Sweden has experienced an intense debate over migration and several new laws have been passed in order to restrict migration. This is also the case in several other European countries. However, Sweden used to be described as one of the Nordic welfare states and have enjoyed an international reputation for combining generous welfare state entitlements with rapid economic growth, low unemployment and very high levels of labor force participation, particularly among women. This welfare model, characterized by generous, non-tested benefits, a strong element of redistribution in the systems and thus high taxes, was developed after the WWII, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to19 and also free school lunches. Over the last twenty years the welfare model has been challenged due to globalization and migration and an increase in international financial competition which also have affected education with reduced resources. However, a large body of research show that education plays a significant role in the health and wellbeing as well as for integration in the “new society”, and education is pointed out as one of the most important institutions for newly arrived migrant children. This paper builds on research investigating reception strategies and inclusion for newly arrived children in schools in two municipalities in Sweden, as well as the migrant students own reflections on these issues. The research was carried out over the years 2016-2018.Methods: The empirical for the study consisted of two parts. The first part built on interviews with educational leaders at primary schools and staff at reception units in the two municipalities, partly through questionnaires (N=39) with supplementary telephone interviews to the principals (N=24). The second part explored the newly arrived migrant students’ reception and conditions for learning and social inclusion out from their perspective. This part of the study is based on ethnographic work from eight school units with different conditions and way of organizing teaching for newly arrived migrant children.Results: The study showed that there are currently established guidelines and organization for the assessment and reception of newly arrived students in Sweden, however in practice various known and applied. Among the eight school units included in the study were schools with long experience of receiving newly arrived students, and teaching students with different cultural, linguistic and educational backgrounds, but also schools that can be described as ‘monocultural’, whose experience of receiving newly arrived students were very limited. The differences between schools in student composition reflects a school segregation that is linked to housing segregation and strengthened by the free choice of school introduced in the beginning of the 1990s’. The study describes how newly arrived students' everyday lives and conditions for learning and inclusion emerge in the diverse environments and how different structural and organizational conditions have consequences for students' learning and social inclusion.} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_4, title = {Om religiös literacitet. Religious Literacy - What Every American Needs to Know- and Doesn't.}, author = {von Brömssen, Kerstin}, year = {2013}, journal = {Religion & Livsfrågor}, volume = {3}, pages = {3}, language = {eng}, issn = {0347-2159} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2005, title = {On identity construction, identity work and the landscape of cultural movement among Swedish Muslims girls}, author = {von Brömssen, Kerstin}, year = {2005}, journal = {8th Nordic Conference on Religious Education, Helsinki, Finland. June, 2005.}, language = {eng} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2008, title = {Pupils' talk about religion from within multicultural and postcolonial spaces.}, author = {von Brömssen, Kerstin}, year = {2008}, journal = {BSA - Sociology of Religion Study Group. 8-10 april, 2008. Selly Oak, Birmingham.}, language = {eng} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_2, title = {Radikalnationalism, konspirationsteorier och kulturkrig: Undervisningens utmaningar i dagens samhälle}, author = {von Brömssen, Kerstin}, year = {2021}, journal = {Interkulturella dimensioner}, pages = {71--94}, language = {swe}, publisher = {Lund : Studentlitteratur AB}, keywords = {interkulturalitet; utbildning; sverige} } @misc{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_6, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2007_3, title = {Reflections on Pupils' Talk about Religion in Sweden}, author = {von Brömssen, Kerstin}, year = {2007}, journal = {Carlson, Marie, Rabo, Annika & Gök, Fatma, Education in 'Multicultural' Socities. Turkish and Swedish Perspectives.}, pages = {141--159}, language = {eng}, publisher = {London : Swedish Research Institute in Istanbul, Transactions, vol.18. Distributör I.B. Tauris & Company Ltd.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_5, 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.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_4, title = {Religion as a resource?}, author = {von Brömssen, Kerstin}, year = {2011}, journal = {The 25th Conference of the Nordic Sociological Association 2011, 4-7 aug., 2011.}, language = {eng} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_5, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_3, 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} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2007_4, title = {Religionskunskapens förändrade rum: meningsskapande förhandlingar eller förhandlade gränser?}, author = {von Brömssen, Kerstin}, year = {2007}, journal = {Religion & Livsfrågor.}, language = {swe} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2024_1, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_4, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_5, 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} } @misc{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_6, title = {Religiös bakgrund påverkar intresset för religionskunskap.}, author = {von Brömssen, Kerstin}, year = {2013}, language = {swe}, keywords = {ämnesdidaktik; religionskunskap; religious studies and theology} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2012_5, 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} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_4, title = {Samhällskunskapsundervisning med utgångspunkt i samhällsfrågor-vad betyder det?: En recension av Göran Morén (2017) Samhällsfrågor som didaktiskt begrepp i samhällskunskap på gymnasieskolan.}, author = {von Brömssen, Kerstin}, year = {2017}, journal = {Nordidactica}, volume = {3}, pages = {106--110}, language = {swe}, keywords = {samhällskunskapsundervisning; samhällsfrågor; gymnasieskolan; educational science}, issn = {2000-9879} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_5, title = {Samhällskunskapsundervisning med utgångspunkt i samhällsfrågor – vad betyder det?: Recension av Göran Moréns licentiatuppsats}, author = {von Brömssen, Kerstin}, year = {2017}, journal = {Nordidactica}, volume = {2017}, pages = {106--110}, language = {swe}, publisher = {Karlstad : CSD Karlstad}, keywords = {subject-specific education; ämnesdidaktik}, issn = {2000-9879} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_5, title = {Samhällsorientering för vuxna nyanlända migranter: nationens narrativ om sig själv}, author = {von Brömssen, Kerstin}, year = {2023}, journal = {Abstracts för Decemberkonferensen}, pages = {1--1}, language = {swe}, publisher = {Trollhättan : Högskolan Väst}, keywords = {nyanlända; vuxna; samhällsorientering; integration}, abstract = {Integration av migranter har blivit en allt mer debatterad fråga i Sverige. I den här presentationen utgör kurser i samhällsorientering för nyanlända vuxna migranter i Sverige den empiriska utgångspunkten. Syftet är att undersöka om, och i så fall hur, medborgerliga värderingar är knutna till den svenska nationen genom specifika diskurser och berättelser. Med hjälp av ett ramverk som sammanför teoretiseringar av nationen med föreställningar om kronotopen (Bachtin, 1981) och sociala narrativ, visas hur samhällsorienteringen för vuxna migranter präglas av specifika rums-temporala rörelser som diskursivt konstruerar Sverige som en förgivettagen och ”naturlig” nation. Sådana nationella kronotoper är en del av nationalismens retorik vilken i samhällsorienteringen konstruerar en linjär och heltäckande berättelse om den svenska nationens välstånd och överlägsenhet, inte minst gentemot vissa andra geografiska områden i världen. Analysen bidrar till att visa hur vissa värderingar blir nationaliserade och konstruerar en "föreställd nation” (Calhoun 2017).Presentationen utgår från projektet ”Medborgar- och demokratifostran för vuxna nyanlända migranter? – En policy-etnografisk studie i tre storstadskommuner” (VR - dnr 2018-04091).I projektet ingår:Simon Bauer, Institutionen för svenska, flerspråkighet och språkteknologi, Göteborgs universitetKerstin von Brömssen, Institutionen för Individ och Samhälle, Högskolan Väst.Tommaso T. Milani, Institutionen för svenska, flerspråkighet och språkteknologi, Göteborgs universitet och PennState University.Andrea Spehar, Institutionen för statsvetenskap, Göteborgs universitet.} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014_4, title = {Skolan: En lättköpt arena?}, author = {von Brömssen, Kerstin}, year = {2014}, journal = {Hyfs, hälsa och gemensamma värden}, pages = {37--49}, language = {swe}, publisher = {Malmö : Gleerups Utbildning AB}, keywords = {marknadfiering; värdegrund; livskunskap; skolan; lärarrollen; education} } @article{c409ac05a15d50cd948c3615f54d9525_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} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_8, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_6, 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} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2009_1, title = {Sommarlov i Kirkuk.}, author = {von Brömssen, Kerstin}, year = {2009}, journal = {Pedagogiska Magasinet. Tema Barn i migrationens tidsålder.}, volume = {2}, pages = {57--59}, language = {swe} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_6, title = {Språkutvecklande ”tvillingläsning" av skönlitteratur för migranter inom vuxenutbildningen}, author = {von Brömssen, Kerstin and Lindholm, Maj-Lis and Risenfors, Signild}, year = {2023}, journal = {Abstracts för Decemberkonferensen}, language = {swe}, publisher = {Trollhättan : Högskolan Väst}, keywords = {språkutveckling; skönlitteratur; migranter; vuxenutbildning}, abstract = {Föreliggande pilotprojekt belyser och problematiserar vuxenstuderande migranters (på SFI) erfarenheter av parallell läsning av skönlitteratur på sitt förstaspråk och på svenska. Undervisningen i tvillingläsning går ut på att kursdeltagarna parallellt läser skönlitteratur på svenska och på ett annat språk, det vill säga har samma text framför sig på två språk. Genom tvillingläsning jämförs språken kontinuerligt, vilket skapar förutsättningar för ökad språk- och litteracitetsutveckling.Pilotprojektet är ett praktiknära forskningsprojekt som använder sig av teorier om litteracitet och flerspråkighet. Studien är kvalitativ med intervjuer och textanalys av läsjournaler som empiri. Syftet är att undersöka om tvillingläsning av skönlitteratur på modersmålet/det starkaste språket och svenska kan bidra till språklig utveckling i svenska som andraspråk. Studien fokuserar följande frågeställningar:· Hur erfar kursdeltagare inom SFI "tvillingläsning" av skönlitteratur på både modersmål och svenska och hur berättar kursdeltagarna om sina erfarenheter av tvillingläsning?· Vilka teman och vilket innehåll i den lästa skönlitteraturen blir viktiga för kursdeltagarna i SFI?· Hur uppfattar lärare på SFI att tvillingläsning av skönlitteratur påverkar kursdeltagarnas språkutveckling i svenska språket?Ett preliminärt resultat är att tvillingläsningen bidragit till ett mer nyanserat språk, ökat läsengagemang samt ett intresse för språkliga jämförelser, översättnings- och kulturfrågor. Migranterna/kursdeltagarna har upptäckt läsningen som en ingång till språket. De uttrycker att de kan läsa mer avancerad litteratur och inte är bundna till lättläst litteratur, men vi kunde också se en variation beroende på migranternas litteracitetsnivå. Migranter som tidigare inte varit intresserade av läsning uttrycker att de via projektet fått upp ett intresse för skönlitteratur. I intervjuerna med lärarna nämns ökat läsflyt, talflyt, breddat ordförråd, förståelse för grammatiska strukturer och läsförståelse.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2011_6, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016_3, 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} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2009_2, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2008_1, title = {That is sin, don't you think?}, author = {von Brömssen, Kerstin}, year = {2008}, journal = {Nordic Educational Research Association/ NERA, March, 2008. Århus, Denmark.}, language = {eng} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2008_2, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_2, title = {The Discourse of Decolonizing Education}, author = {von Brömssen, Kerstin}, year = {2022}, language = {eng}, keywords = {higher education; south africa; decolonization; discourses; epistemic violence}, abstract = {In the aftermath of the 2015-2016 student protests on South African university campuses, many universities are struggling with how to respond to the demands put forward by students to end epistemic violence and decolonise curriculum. The discourse on decolonizing the curriculum Is strong and loud, and the question concerning whar knowledge is most worth as well as whose knowledge is of most worth is highly relevant. A challenge that remains in the debate around responding to these demands concerns the fact that the call to decolonize curriculum is incredibly diverse, and seldom founded on similar concepts and ideologies when addressed by different people or groups. New lines of thinking is needed. This paper gives a background to the protests in 2015-2016 and a presentation of various discourses from the South African context of claiming decolonizing of education.  } } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014_5, 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.} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_7, title = {The RE subject in the Nordic countries 2017 - opportunities and challenges}, author = {von Brömssen, Kerstin and Osbeck, Christina}, year = {2017}, language = {eng}, keywords = {pedagogics} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_9, title = {"The School is an easy buy": A case-study of policy-entrepreneurs in one municipality in Sweden}, author = {von Brömssen, Kerstin}, year = {2013}, journal = {Paper-presentation in NERA/Nfpf, Reykjavik, Iceland, 130309}, language = {eng} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2015_2, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_6, title = {Time and the Other/s', Scientism, and Gender-Statements: Discourses on Religion in a Swedish 'Multicultural' School}, author = {von Brömssen, Kerstin}, year = {2010}, journal = {Roos, Lena & Berglund, Jenny (Eds.) Your Heritage and Mine. Teaching in a Multi-Religious Classroom.}, volume = {43}, pages = {94--106}, language = {eng}, issn = {1650-8718} } @phdthesis{c409ac05a15d50cd948c3615f54d9525_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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_7, 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.} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2008_3, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2013_10, title = {What do Teachers Need as Professional Training? A Case of Life Competence Education in a Local Municipality.}, author = {von Brömssen, Kerstin}, year = {2013}, journal = {Book of Abstracts, ECER 2013- The European Conference on Educational Research, Bahcesehir University, 10-13/9, 2013.}, language = {eng}, abstract = {What do Teachers Need as Professional Training? A Case of Life Competence Education in a Local Municipality Teachers' professional development is widely discussed in almost all parts of the world. Among others, the European Commission underlines the opportunities for continuous professional development as the demands placed on teachers in an increasingly complex world are high (EU, 2010). This paper analyses a teachers' training course within the field of Social and Emotional Training (SET) in one local municipality in Sweden. The data arise from ethnography undertaken during five training days together with a group of teachers in professional training. The research questions are as follows: 1) What makes this particular training course legitimate in the eyes of the decision-makers in the local municipality, and how was the decision made to arrange this particular course? 2) What makes this training course legitimate in the eyes of the teachers? 3) How does the content and the methods of the course fit into the curriculum according to the teachers? The outcome of the research points to a strong position of the health and prevention actors and the downplaying of the more "traditional" educationalists. Is this a sign of a late modern liquid society (Bauman, 2000), where individuals are conforming with the help of teachers exerting therapeutic education?} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2018_8, 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} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016_4, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2016_5, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2001, title = {Är naturvetenskapen "mångkulturell"? Eller vad handlar "vetenskapskriget" om?}, author = {von Brömssen, Kerstin}, year = {2001}, journal = {Bredänge, Gunlög, Hedin, Christer, Holm, Kerstin (nuv. von Brömssen) & Tesfahuney, Mekonnen (2001) Utbildning i det mångkulturella samhället. Vetenskap i en mångkulturell och postkolonial värld. Frågor och utmaningar.}, volume = {11}, language = {swe} } @inproceedings{c409ac05a15d50cd948c3615f54d9525_yildirimali_2023, title = {Final thesis in teacher education: orientations and practices in four countries in north Europe}, author = {Yildirim, Ali and Åström, Maria and von Brömssen, Kerstin}, year = {2023}, journal = {NERA Conference 2023, Roundtable Discussion: Parallel Session 2}, language = {eng}, keywords = {final thesis; teacher education; different practices}, abstract = {This round table discussion brings together scholars from the three Nordic countries to analyze, discuss and compare policies and practices concerning the final thesis in pre-service teacher education. Final thesis is considered as one of the essential components of pre-service teacher education through which student teachers demonstrate their competencies in the areas defined as critical to their professional development. Teacher education has been the subject of heated debates and frequent reforms in many parts of the world, including Europe. Among the competing perspectives and priorities, research appears to be a key term in the efforts to reshape teacher education in European countries partly due to several policy initiatives such as Bologna process and OECD reports. Final thesis is an important aspect of this approach, thereby all countries tend to promote it as a priority area in teacher education. However, the conceptualization and implementation of the final thesis work can differ vastly in each country. For example, final thesis work may focus on areas ranging from primary research to secondary research and from practicum performance to developmental work in line with the requirements of one´s subject orientation. The literature presents diverse arguments on the contribution of various types of final theses to various competencies pre-service teachers are expected to develop such as research skills and pedagogical knowledge. One important goal of this roundtable is to establish a conceptual model to represent diverse final thesis orientations and types according to respective teacher education policies and traditions in the Nordic countries. Research orientation in teacher education programs in general and its positioning in final thesis is more apparent in most of the Nordic countries. Accordingly, the roundtable discussion will address historical contexts and overarching policies for the final thesis in three Nordic countries. A second goal is to establish a platform for a collegial network that adds to the knowledge of final thesis in teacher education from exploring national policies and practices concerning final thesis with a comparative perspective, considering the different historical, cultural and practical tradition in the participating countries. Furthermore, we aim to form a network of researchers with a specific interest in final thesis work in teacher education to contribute to new knowledge through a systematic literature review in the field of final thesis, especially ways of organizing and building epistemic and professional knowledge through final theses.} } @incollection{c409ac05a15d50cd948c3615f54d9525_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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_3, title = {Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials}, author = {von Brömssen, Kerstin and Carlson, Marie and Spehar, Andrea}, year = {2021}, journal = {Gender and Education in Politics, Policy and Practice}, pages = {193--209}, doi = {10.1007/978-3-030-80902-7_1}, language = {eng}, publisher = {Cham : Springer London}, keywords = {gender; education; policy; practice; transdisciplinary} } @incollection{c409ac05a15d50cd948c3615f54d9525_carlsonmarie_2021, title = {Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials}, author = {Carlson, Marie and Spehar, Andrea and von Brömssen, Kerstin}, year = {2021}, journal = {Gender and Education in Politics, Policy and Practice. Transdisciplinary Perspectives in Educational Research}, pages = {193--209}, doi = {10.1007/978-3-030-80902-7_12}, language = {eng}, publisher = {Berlin/Heidelberg, Germany : Springer}, keywords = {gender; language education; civic orientation; adult migrants; “swedishness”; narrative and discursive approach}, abstract = {Different social models for integration and citizenship are increasingly being discussed in Europe, both in research and political organisations. This can be seen as a consequence of the decline of “multicultural” models that were fundamental to integration policy. There is a demand for participation in education such as language courses and courses on civic orientation. In Sweden, a new regulation was added in 2010 and civic orientation courses were introduced for newly arrived migrants. Each municipality is required to offer these courses. A textbook entitled About Sweden has been composed for the courses. In the present chapter, we use a narrative and discursive approach to analyse this textbook in relation to how the migrant subjects are (re)constructed as gendered subject. However, this chapter also provides a contextual analytical framework; a short review of previous research on migrants and norms and values in language education including some salient policy documents with focus on gender issues. In terms of time perspective, we searched for continuities as well as changes in views on gender issues and views on the individual in a societal context. Stereotypical and homogenising conceptions seem to continue to thrive and not been the subject of deconstruction, either in research, politics, cultural life or in public debate.} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_4, title = {Intersectional Gender Analysis in Curriculum for Primary Teacher Education in Sweden}, author = {von Brömssen, Kerstin and Risenfors, Signild}, year = {2021}, journal = {Gender and Education in Politics, Policy and Practice}, pages = {71--88}, doi = {10.1007/978-3-030-80902-7_5}, language = {eng}, publisher = {Cham : Springer}, keywords = {intersectionality; intercultural; teacher education; gender; syllabi; sweden}, abstract = {Intercultural education is emphasized on both national and European level, an educational discourse elaborated out from the United Nations Declaration of Human Rights after the World War II. In the authors’ understanding intercultural approaches aim to critically explore categorizations as class, gender, etc. This study is an examination of intercultural/intersectional and gender-related issues in national curriculum as well as local curricula in teacher education courses for lower secondary school teachers at three universities in Sweden. The study analyses theories and ideologies underlying course designs together with the concept of teacher knowledge, focusing specifically on gender aspects intersecting with other social categorisations. The analysis show that gender issues and intersectional analysis are not prominent in teacher education in Sweden, neither in national nor local curricula but might be at stake within the concept of fundamental values as well as within a didactic discourse. However, intersectionality and gender issues vary at the universities which could be connected to different student groups but also different choices of theories and perspectives at the different universities. This raises questions on quality in teacher education as such and for the professional practice in the future.} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2025_2, title = {Rethinking Childhoods and Migrations: Multidisciplinary Understandings and Key Concepts}, author = {von Brömssen, Kerstin and Stretmo, Live}, year = {2025}, journal = {Rethinking Childhoods and Migrations}, pages = {1--21}, doi = {10.1007/978-3-031-97039-9_1}, language = {eng}, publisher = {: Palgrave Macmillan}, keywords = {international migration; family reunification; unaccompanied minors; refugee children; macro-level theories; legally oriented research}, abstract = {This introduction takes a look at migration studies from a broad and global viewpoint, by asking; What has been the focus of recent migration studies highlighting the special situations of children & youngsters, which perspectives, issues, and focus have been the angle of incidence, and what has been the underexplored areas? Finally, it asks what this volume can contribute to the field, by rethinking key concepts and understandings of Childhoods and Migration, before the three overall themes of the book and a brief presentation of the contributing chapters are presented.} } @incollection{c409ac05a15d50cd948c3615f54d9525_lossiuskitty_2025, title = {Researching and Representing Sweden’s Ungrievable Children: The Self-Perceived Champion of Children’s Rights That Closed Its Borders}, author = {Lossius, Kitty and von Brömssen, Kerstin}, year = {2025}, journal = {Rethinking Childhoods and Migrations}, pages = {209--236}, doi = {10.1007/978-3-031-97039-9_10}, language = {eng}, publisher = {: Palgrave Macmillan}, keywords = {migration; refugee crisis; asylum; children’s rights; sweden}, abstract = {Since the 2015 European “refugee crisis”, governments across Europe have made several policy changes to make migration increasingly restrictive. In this situation, it is necessary to oversee the rights of children and youth who migrate to seek protection in Sweden and other European countries. In the first part of this chapter, we present a research review of the relatively scarce but expanding literature on children’s lived experiences of an increasingly restrictive Swedish asylum reception. In the second part of the chapter, we explore what the shrinking space of asylum can imply for an ethical researcher who aims to promote equal rights for children on the move. This review reveals the highly unequal childhoods experienced by children in Sweden and a few ways in which restrictive refugee policies are becoming apparent in children’s and young people’s lives. We argue that researchers in the field need to adopt active stances to ensure that children’s voices are heard and considered in decisions and policies that affect their lives (This chapter is based on the thesis entitled “Att forska om och för Sveriges osörjbara barn: En forskningsöversikt om barns och ungas erfarenheter i strävan mot asyl i ett restriktivare Sverige” by Kitty Lossius (2023), University West, Sweden. See: https://www.diva-portal.org/. [Researching Sweden’s ungrievable children: A research review of children’s and young people’s experiences in the quest for asylum in a more restrictive Sweden]. Kerstin von Brömssen acted as supervisor as well as translated and adapted certain portions of the thesis into English.).} } @article{c409ac05a15d50cd948c3615f54d9525_lovatterence_2016, title = {Editorial notes}, author = {Lovat, Terence and Kuusisto, Arniika and Kuusisto, Elina and von Brömssen, Kerstin and Riegel, Ulrich and Csató, Éva Ágnes and Johanson, Lars}, year = {2016}, journal = {Journal of Religious Education}, number = {63}, pages = {49--50}, doi = {10.1007/s40839-016-0030-4}, language = {eng}, publisher = {: Springer Science and Business Media LLC}, keywords = {educational science; turcology; turkic languages}, issn = {1442-018X} } @article{c409ac05a15d50cd948c3615f54d9525_lovatterence_2016_1, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_8, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2024_2, title = {Space and place for health and care: Nationalist discourses in Swedish daily press during the first year of COVID-19}, author = {von Brömssen, Kerstin and Roxberg, Åsa and Werkander Harstäde, Carina}, year = {2024}, journal = {Heliyon}, volume = {7}, number = {10}, pages = {7}, doi = {10.1016/j.heliyon.2024.e27858}, language = {eng}, publisher = {: Elsevier}, keywords = {covid-19; critical discourse analysis; health; nationalism; place; space; sweden; caring science}, abstract = {Sweden’s strategy during COVID-19 with restrictions but no firm closure of the society surprised the rest of the world and was questioned, not least by neighbouring countries. This article analyses public discourses on space and place for health and care in the Swedish daily press during the first year of the pandemic, 2020. Critical discourse analysis was conducted on daily press newspaper articles to approach issues of space, place, health and care during the COVID-10 pandemic. The findings suggest three main discourses. First, a powerful discourse on unity against the threat is articulated, urging citizens in Sweden to be loyal in the national space. Secondly, an affirming national reconstructing discourse is manifested, related to constructions of borders of national space but also in relation to places of family life and social contacts to ‘flatten the curve’ and stay healthy. Thirdly, later in the period the overarching discourse of the nation and its loyal citizens was torn apart and increasing tensions were articulated due to, as it appeared, the uncertain actions from the government. This study adds to the literature on a theoretical and practical level. Raising awareness on nationalist discourses in relation to place, space, health, and care could prove important in combating inequalities in the local society as well as when cooperating on an international level.}, issn = {2405-8440} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2015_3, 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{c409ac05a15d50cd948c3615f54d9525_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{c409ac05a15d50cd948c3615f54d9525_milanitommasom_2021, title = {Citizenship as status, habitus and acts: Language requirements and civic orientation in Sweden}, author = {Milani, Tommaso M. and Bauer, Simon and Carlson, Marie and Spehar, Andrea and von Brömssen, Kerstin}, year = {2021}, journal = {Citizenship Studies}, volume = {6}, number = {25}, pages = {756--772}, doi = {10.1080/13621025.2021.1968698}, language = {eng}, publisher = {: Informa UK Limited}, keywords = {civic orientation; governmentality; power; resistance; sweden}, abstract = {This article employs the notions of citizenship as status, habitus and acts as a framework through which to capture how sovereign power, disciplinary power and biopower intersect in the context of Sweden’s current management of migration. Through an analysis of policy and media debates, the article first illustrates how citizenship as status and sovereign power in Sweden have undergone a shift from actively endorsing multilingualism and cultural dialogue to requiring migrants to demonstrate knowledge of a particular language, Swedish, and what is constructed as a singular national culture and its values. The article then homes in on a particular Arabic-language course in civic orientation for newly arrived adult migrants in a large urban area. We illustrate how disciplinary power and biopower work by socializing a group of migrants into a specific habitus of Swedish values and norms. We also unveil the acts of resistance they perform in response.}, issn = {1362-1025} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2010_7, 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{c409ac05a15d50cd948c3615f54d9525_bauersimon_2023, title = {Gender equality in the name of the state: state feminism or femonationalism in civic orientation for newly arrived migrants in Sweden?}, author = {Bauer, Simon and Milani, Tommaso M. and von Brömssen, Kerstin and Spehar, Andrea}, year = {2023}, journal = {Critical Discourse Studies}, doi = {10.1080/17405904.2023.2228933}, language = {eng}, publisher = {: Informa UK Limited}, keywords = {intersectionality; femonationalism; migration; state feminism; sweden}, abstract = {This article contributes to ongoing discussions in the social sciences about how to interpret the incorporation of gender equality into integration policies – is it a form of state feminism or femonationalism? Drawing upon intersectionality, we analyse how gender equality is presented, discussed and negotiated in relation to ethnicity and nationality in Sweden. Methodologically, we employ a bifocal lens that combines (1) a quantitative investigation of representations of civic orientation programmes in Swedish policy documents and mainstream media, and (2) a qualitative analysis of ethnographic data collected in six civic orientation courses – three in English and three in Arabic – in three large municipalities. Such a two-pronged approach, which connects policy and media discourses with interactions in civic orientation classes, offers a granular picture of the complex and often ambivalent intersections of ethnicity and gender in relation to migration in Sweden. Ultimately, the co-optation of feminist values brings with it the risk of warping feminism into a trait of national/ethnic distinctiveness. Crucially, femonationalism is not the prerogative of far-right parties but is already becoming institutionalised, informing both mainstream media and educational practices in a feminist state like Sweden.}, issn = {1740-5904} } @article{c409ac05a15d50cd948c3615f54d9525_abrahamgetahunyacob_2018_1, title = {Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa}, author = {Abraham, Getahun Yacob and von Brömssen, Kerstin}, year = {2018}, journal = {Education Inquiry}, volume = {4}, number = {9}, pages = {347--362}, doi = {10.1080/20004508.2018.1428035}, language = {eng}, publisher = {: Taylor & Francis}, keywords = {student teachers; field study; internationalisation; qualitative research; intercultural competence; professional development; south africa; sweden; education}, abstract = {Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.}, issn = {2000-4508} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_5, title = {Exploring the Concept of Race in Swedish Educational Research after WWII: A Research Overview}, author = {von Brömssen, Kerstin}, year = {2021}, journal = {Nordic Journal of Studies in Educational Policy}, doi = {10.1080/20020317.2021.2002510}, language = {eng}, publisher = {: Routledge}, keywords = {race; racism(s); education; research; sweden}, abstract = {Research about race and racism(s) has helped to explain power relations and differences in education. However, it has been difficult to have a theoretical lens using the concept of race and racism(s) accepted in areas of education, as well as in educational research in Sweden. Issues formulated in terms of race and racism(s) are controversial and there is strong resistance to talk about race. This article provides an overview of research in education using the concepts of race, racism(s), and/or racialization in Sweden after World War II. The aim is to investigate educational research where these concepts come into use, how this research is framed, the findings of the studies, as well as nuances and tendencies in educational research using the concept of race. The article locates the historical view of the concept of race and its use in Sweden and argues that the history and unresolved political issues around eugenics and race come into play and contribute to the hesitation and avoidance of the use of the concept. }, issn = {2002-0317} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_3, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2025_3, 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{c409ac05a15d50cd948c3615f54d9525_bauersimon_2023_1, title = {Constructing the “Good Citizen”: Discourses of Social Inclusion in Swedish Civic Orientation}, author = {Bauer, Simon and Milani, Tommaso M. and von Brömssen, Kerstin and Spehar, Andrea}, year = {2023}, journal = {Social Inclusion}, volume = {4}, number = {11}, pages = {121--131}, doi = {10.17645/si.v11i4.7060}, language = {eng}, publisher = {: Cogitatio}, keywords = {citizenship; civic orientation; critical discourse analysis; foucault; migration}, abstract = {Sweden has long been described as a beacon of multiculturalism and generous access to citizenship, with integration policies that seek to offer free and equal access to the welfare state. In this article, we use the policy of Civic Orientation for Newly Arrived Migrants as a case with which to understand how migrants’ inclusion is discursively articulated and constructed by the different constituencies involved in interpreting the policy and organising and teaching the course. We do this by employing Foucault’s closely interrelated concepts of technology of self, political technology of individuals, and governmentality. With the help of critical discourse analysis, we illustrate how migrants’ inclusion is framed around an opposition between an idealised “good citizen” and a “target population” (Schneider & Ingram, 1993). In our analysis, we draw on individual interviews with 14 people involved in organising civic orientation and on classroom observations of six civic orientation courses. Firstly, we show how migrants are constructed as unknowing and in need of being fostered by the state. Secondly, we illustrate how social inclusion is presented as being dependent upon labour market participation, both in terms of finding work and in terms of behaving correctly in the workplace. Lastly, we show how migrant women are constructed as being problematically chained to the home and therefore needing to subject themselves to a specific political technology of self to be included.}, issn = {2183-2803} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2017_9, 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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_4, title = {Elin Thorsén: “In Search of the Self: A study of the International Scene of Modern Advaitic Satsang in Present-Day Rishikesh”: Recension av Thorséns avhandling}, author = {von Brömssen, Kerstin}, year = {2022}, journal = {Nordic Journal of Religion and Society}, volume = {2}, number = {35}, pages = {130--132}, doi = {10.18261/njrs.35.2.7}, language = {eng}, publisher = {: Scandinavian University Press / Universitetsforlaget AS}, issn = {0809-7291} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_7, title = {Emergency Education’ in Sweden: Implications for Sustainable Development through Education for Newly Arrived Students}, author = {von Brömssen, Kerstin and Flensner, Karin K and Korp, Helena and Risenfors, Signild}, year = {2023}, journal = {Ethiopian Journal of Teacher Education and Leadership}, volume = {1}, number = {1}, pages = {55--79}, doi = {10.20372/ejtel.v1i1.7639}, language = {eng}, publisher = {: EJTEL - Ethiopian Journals online / Addis Ababa University}, keywords = {education in emergencies; sweden; migration; ‘newly arrived children and youth’; reception system; teaching}, abstract = {This article reports part of a research project that investigated the learning and social inclusion conditions of ‘newly arrived students’ in Swedish primary schools in two municipalities. Newly arrived students are the category of students who have lived abroad and started their education in Sweden when they were seven years old or older within the last four years. Most of these children and youth have a history of migration. This article focuses firstly on the Swedish migration context, the ‘migration crisis’ in 2015 and the changes in the Swedish reception system that took place soon thereafter and, second, ethnographic observations from Primary Schools of two specific perspectives in education, namely a perspective on ‘Framing of the day and the lesson’ and ‘Study tutoring in the mother tongue in regular teaching’. The results indicated that strong supporting structures and structured social interaction are needed as well as caring and empathy on the part of teachers to promote learning and social inclusion of newly arrived students are required. Furthermore, study tutoring in the mother tongue in regular teaching seems to be important while the study tutors’ view of their mission varies.}, issn = {2959-1783} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2014_6, title = {The 'Immigrant Corner': place for identification and resistance}, author = {von Brömssen, Kerstin and Risenfors, Signild}, year = {2014}, journal = {European Educational Research Journal}, volume = {6}, number = {13}, pages = {632--645}, doi = {10.2304/eerj.2014.13.6.632}, language = {eng}, publisher = {Oxford : SAGE Publications}, keywords = {identity; ethnicity; integration; space; sweden; pedagogics}, abstract = {This article shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the 'immigrant corner'. This place offers subject positions determined by ethnicity, but the young people also legitimise various forms of intersections of gender, class and generation. However, the 'immigrant corner' is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school's official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. The theoretical components of this article concern spatial theories according to the concepts of place and space. With regard to place and space, the article outlines and applies the young people's identity formations, as well as their discussions about integration issues with help from the concept of power geometry - that is, networks of social/power relations.}, issn = {1474-9041} } @incollection{c409ac05a15d50cd948c3615f54d9525_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{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_5, 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{c409ac05a15d50cd948c3615f54d9525_bauersimon_2024, title = {A Culturally Relevant Education? Analysing “Swedish Values”in Civic Orientation for Newly Arrived Migrants}, author = {Bauer, Simon and Milani, Tommaso M. and von Brömssen, Kerstin and Spehar, Andrea}, year = {2024}, journal = {Educare - Vetenskapliga skrifter}, volume = {1}, pages = {112--144}, doi = {10.24834/educare.2024.1.1089}, language = {eng}, publisher = {: Malmo University}, keywords = {civic orientation; civic integration; critical discourse analysis; sweden; culturally relevant education}, abstract = {This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.}, issn = {1653-1868} } @article{c409ac05a15d50cd948c3615f54d9525_milanitommasom_2023, title = {Participation on whose terms? Applied linguistics, politics and social justice}, author = {Milani, Tommaso M. and Bauer, Simon and Kerstin, von Brömssen and Spehar, Andrea}, year = {2023}, journal = {AFinLA Yearbook}, number = {80}, pages = {286--299}, doi = {10.30661/afinlavk.127858}, language = {eng}, publisher = {: AFinLAn vuosikirja}, abstract = {The aim of this position paper is to engage with the focus of this yearbook on language and participation by revisiting some of the arguments advanced by the North American political philosopher Nancy Fraser, who theorized (1) the structural components that enable and/or constrain participation, and (2) the ways in which we can transform the status quo with a view to achieving a more just society. The paper begins by outlining Fraser’s main ideas; it then moves on to illustrate how this theoretical framework may help us shed light on the dilemmas and/or pitfalls of well-meaning initiatives that seek to enhance adult migrants’ participation. The empirical focus is on courses in civic orientation (samhällsorientering) for newly arrived adult migrants in Sweden. The paper ends with some reflections about the importance of a politically engaged applied linguistics.}, issn = {2343-2608} } @article{c409ac05a15d50cd948c3615f54d9525_bauersimon_2023_2, title = {Locating Sweden in Time and Space: National Chronotopes in Civic Orientation for Adult Migrants}, author = {Bauer, Simon and von Brömssen, Kerstin and Milani, Tommaso M. and Spehar, Andrea}, year = {2023}, journal = {Nordic Journal of Migration Research}, volume = {1}, number = {13}, pages = {1--17}, doi = {10.33134/njmr.489}, language = {eng}, publisher = {: Helsinki University Press}, keywords = {newly arrived migrants; social integration; adult education; civic orientation courses; sweden; nationalism}, abstract = {The aim of this article is to use courses in civic orientation for newly arrived adult migrants in Sweden as the empirical entry point from which to investigate whether, and if so, how, civic values are tied to the Swedish nation through specific discourses and narratives. With the help of a framework that brings together theorisations of the discursive construction of the nation with the notions of the chronotope and ‘social narratives’, the article demonstrates how narratives within civic orientation are characterised by specific spatio-temporal moves that discursively construct Sweden as a nation-state. Such national chronotopes are not innocuous but are part of a rhetoric of nationalism that constructs a linear and comprehensive story of prosperity and superiority, not least vis-à-vis some other geographical areas in the world. As such, the analysis seeks to contribute to the burgeoning scholarship on civic orientation programmes by offering further empirical evidence of the shapes such programmes take, and how civic values become nationalised. With the help of the notion of the chronotope, the article also seeks to add some fresh perspectives to scholarship on nationalism and othering by showing mundane spatio-temporal moves in the production of a ‘national imaginary’ (Calhoun 2017).}, issn = {1799-649X} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2021_6, title = {A "blind spot": Reproduction of racism in educational landscapes}, author = {von Brömssen, Kerstin and Korp, Helena and Flensner, Karin K. and Risenfors, Signild}, year = {2021}, journal = {Rethinking education in light of global challenges}, pages = {51--65}, doi = {10.4324/9781003217213-4}, language = {eng}, publisher = {London : Routledge}, keywords = {racism; sweden; school}, abstract = {This chapter is divided into five sections. The first section starts with a narrative from one of our research projects on inclusion and equality for newly arrived students in elementary schools, which was a case study in two municipalities in Sweden (Korp et al., 20191). This narrative will be used for discussion on race and racism in the following sections, both in a historical and in a contemporary perspective. As argued by Martin Eriksson, there is quite a lot of research on race and racism in Sweden during the time period 1900–45, but Eriksson looks for research that does not stop at the end of this period, and studies the continuity between current racism and racial intolerance and those of earlier periods (Eriksson 2016, p. 17). This is a discussion we want to contribute to, arguing that racist discourses are vicious social constructions which both live on as historical memories, as well as being constantly renewed (cf. Schierup, Ålund & Neergaard, 2018). The issues of race and racism discussed in this chapter were not at the front of our initial research questions, but came to be an important result in relation to inclusion and equality for newly arrived students in Swedish elementary schools (Korp et al., 2019). The chapter ends with a section on silencing racism in school and how this can be related to a strong welfare state. Reflections on education, racism and silences on racism conclude the chapter.} } @incollection{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2023_8, 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. } } @article{c409ac05a15d50cd948c3615f54d9525_yildirimali_2026, title = {Final thesis in teacher education: Orientations and practices}, author = {Yildirim, Ali and Åström, Maria and von Brömssen, Kerstin}, year = {2026}, journal = {Nordic Journal of General Didactics}, volume = {1}, number = {12}, pages = {7--25}, doi = {10.57126/noad.2026.64518}, language = {eng}, keywords = {teacher education; final thesis; teacher education orientation; research-based teacher education; research literacy}, abstract = {The purpose of this article is to analyze final thesis practices in European countries within the context of teacher education orientations and research-based teacher education initiatives through conceptual and research literature. T eacher education orientations guide planning and organization of teacher education programs and provide implications for the professional competencies these programs should aim for student teachers. How research is perceived in relation to professional development of teachers and is integrated into their initial preparation has a bearing on how final thesis is organized and implemented in teacher education programs. Against this background, final thesis is analyzed conceptually in terms of various purposes and practices, and a model is offered to characterize the diversity in teacher education initiatives taken by the European countries as an outcome of the Bologna agreement on standardizing higher education.}, issn = {2002-1534} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2026, title = {Teacher education and final thesis: A common but diversified Nordic Context}, author = {von Brömssen, Kerstin and Åström, Maria and Yildirim, Ali}, year = {2026}, journal = {Nordic Journal of General Didactics}, volume = {1}, number = {12}, pages = {138--156}, doi = {10.57126/noad.2026.64745}, language = {eng}, keywords = {teacher education; final thesis; nordic countries; research-based teacher education; comparative study}, abstract = {The final article in this special issue summarizes how different models or approaches to the final thesis are implemented in five Nordic countries and Germany. First, an analysis is offered on the major themes featured in the preceding articles, such as the “universitisation” or academization of teacher education, the discourse on quality of teachers, and variations and tensions in relation to the aim and positioning of the potential final thesis in teacher education. How the final thesis contributes to student teachers’ professional development is then critically discussed, and implications for future practices are offered.}, issn = {2002-1534} } @article{c409ac05a15d50cd948c3615f54d9525_flensnerkarin_2026, title = {Religious Education in Transition, 1994 to 2024: A Comparative Overview of Research of Religious Education in Schools in South Africa and Sweden}, author = {Flensner, Karin and von Brömssen, Kerstin and Klintborg, Caroline}, year = {2026}, journal = {Nordidactica}, volume = {2026}, number = {16}, pages = {1--28}, doi = {10.62902/nordidactica.v16i2026:1.27421}, language = {eng}, publisher = {Karlstad : CSD Karlstad}, keywords = {religious education; south africa; sweden; research overview; comparative educational research; religious studies and theology; subject-specific education; ämnesdidaktik}, abstract = {This article presents a systematic comparative review of research on Religious Education (RE) in South Africa and Sweden from 1994 to 2024. Through analysis of 77 peer-reviewed studies, it examines how historical trajectories, curricular frameworks and societal conditions shape the purposes, practices and conceptualisations of RE in each context. The findings show that both countries address common themes: pluralism, religious literacy, ethics, and existential questions - yet these take on distinct meanings in the two different national contexts.  In South Africa, RE is embedded within Life Skills and Life Orientation, reflecting post-apartheid aims of democratic transformation, social cohesion, dignity and relational ethics, including concepts such as Ubuntu. In Sweden, RE functions as a non-confessional, knowledge-based subject grounded in secular norms, analytical comparison and individual meaning-making. Using a comparative–interpretive approach, the study demonstrates how each context illuminates the other’s assumptions, highlighting the culturally situated nature of RE and the value of contrast for understanding educational responses to diversity.}, issn = {2000-9879} } @article{c409ac05a15d50cd948c3615f54d9525_vonbrmssenkerstin_2022_6, title = {“Swedes’ relations to their government are based on trust.” Banal Nationalism in Civic Orientation Courses for Newly Arrived Adult Migrants in Sweden}, author = {von Brömssen, Kerstin and Milani, Tommaso M. and Spehar, Andrea and Bauer, Simon}, year = {2022}, journal = {Futures of Education, Culture and Nature - Learning to Become}, volume = {1}, number = {1}, pages = {71--88}, doi = {10.7146/fecun.v1i.130237}, language = {eng}, publisher = {: Det Kgl. Bibliotek/Royal Danish Library}, keywords = {civic orientation courses; newly arrived adult migrants; environment; banal nationalism; sweden; banal nationalism}, abstract = {Civic orientation has become one of the dominant immigrant integration pol-icies in western Europe, with the aim of transmitting knowledge, norms, and values, thereby furthering “integration” into the new country. However, there is a not much re-search regarding how the educational content is communicated and negotiated in civic orientation courses in practice. This article aims to bring more empirically based knowledge in this field. The case study discussed in this article explores one specific mod-ule, entitled “nature and environment”, in civic orientation courses for newly arrived adults in Sweden. This is done through participatory observations in the courses, both in classrooms in real life and on the internet and exploring in detail the negotiations be-tween the civic orientation communicators and the course participants. The analyses show how a real “success story” of Sweden andits citizens is constructed through an overall discourse of Swedes high awareness of the environment and nature, not least through comparisons between geographical spaces in the world. The analyses also re-veal antagonistic voices about the content, although these are not particularly strong. We suggest that there is an urgent need to critically reflect on the aim, content, and teaching practices of civic orientation courses for newly arrived migrants, as these more seem to contribute to the Swedish nation’s reproduction of “banal nationalism”}, issn = {2794-2899} }